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McMinnville High School Purpose… Ownership… Work Ethic… Empathy… Respect… Year 5 “A year to reflect, regroup and rebuild”

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Presentation on theme: "McMinnville High School Purpose… Ownership… Work Ethic… Empathy… Respect… Year 5 “A year to reflect, regroup and rebuild”"— Presentation transcript:

1 McMinnville High School Purpose… Ownership… Work Ethic… Empathy… Respect… Year 5 “A year to reflect, regroup and rebuild”

2 Brief History MHS P*O*W*E*R Born as mandate from superintendent for PBIS in all schools in Spring 2008 Year One: “Year of the Staff” Year Two: Roll out of matrix, assembly by student group

3 Year Three: Lessons and Acknowledgement System Year Four: Merger of Two Schools MACA ECHO & MHS POWER BECOME ONE Year Five: Targeted & Intensive Interventions Focus. Rebuilding year for the team.

4

5 Getting the Systems in Place SYSTEMS Team Communication Data Discipline Acknowledgement PRACTICES Teaching Using Data for Decision Making Getting staff/student feedback

6 Discipline Recording Systems Inconsistencies in reporting – needed to clarify the discipline system by… Clarifying referral system with staff Clarifying definition of specific behaviors Defined behaviors with Behavior Grid (included in student handbook) Revised referral form to match up with Grid

7 Behavior Grid Warning/ReteachMinor OffenseMajor OffenseExpected Behaviors Teacher handled, no documentation required, teacher discretion for consequences and personal documentation Teacher handled, referral form completed, teacher assigns own or building consequence (building consequence examples: lunch or after school detention, time in office, community service, etc.) Referral form completed. Administrator assigns consequence (with teacher input). Administrator communicates to teacher about situation. LANGUAGE Offensive remarks or gestures in a casual manner inappropriate sexual connotations; putdowns to a particular subgroup Repeated pattern of any inappropriate language Swearing used to harass, intimidate, show defiance, create an unsafe climate Language that is socially appropriate  I am frustrated.  I don’t like that.  I hate it when that happens.  That’s different. DISRUPTION Noise making; talk-outs/side-talk; attention-getting behaviors (silly answers, class clowning, etc.); bugging others Repeated pattern of any disruptive behaviors; misuse of cell phone/electronic devices in class [Phones and electronic devices to be confiscated and taken to office] Behavior that stops the learning in class; defiant repetition of behavior following correction Cooperative behaviors  Turn taking  Contributing appropriately to class discussions and activities  Cell phones off & away during instructional time

8 Discipline Clarification Clarity of policies is critical This leads to clarity of documents  ODR form  Staff Handbook  Parent-Student Handbook  Athletic Handbook Common language helps  Matrix and Signage  s and announcements each week  9 th and 10 th grade teams  Acknowledgement system Data makes a difference, as does a behavior focus

9 Communication POWER Connecting with Staff  Embedded Staff Development sessions  Surveys  Staff Meetings  Newsletters  PA Announcements Connecting with Administrative Team  Admin Team liaison  Admin on POWER team  Request for admin participation (announcements, etc.) Connecting with Students  MAC Power Crew  Student Surveys  Rachel’s Challenge

10 Data Struggled with Data Access  SWIS vs. Pentamation Developed Quick Slips  Staff identified language, PDA, and dress code as top three issues. Collect and share acknowledgement data regularly  All staff s, staff meetings, Embedded Staff Devel. Share data with staff regularly  Weekly s, monthly meetings, 1-2 times a semester at Embedded Staff Development

11 Quick Slips

12 1-5% <1% 5-10% 7% 80-90% 92% Intensive, Individual Preventions/Interventions Student Services Team Possible special education referral After School Program Assignment RISE Program (academic & behavioral) Intensive, Individual Interventions Student Services Team Functional Behavioral Assessments Behavior Support Plans Behavior Specialist Family Support Advocate Individual Collaborative Problem Solving Possible special education referral RISE Program (academic & behavioral) Targeted Group Preventions/Interventions Study Skills Classes Homework Help for ELL students Freshman Team Conferencing Freshman Seminar Class Curriculum After School Program Assignment Lab classes for reading and math Cook Campus Programs for alternative learning environment Junior / Senior Supports Targeted Group Interventions Freshman Team Conferencing Freshman Seminar Class Curriculum Weekly check-ins with Deans, Admin, Attendance, Counselor Gang Prevention Groups Diversion Groups Skill Building Groups (Girls Inc., CPS) Group Problem Solving for Attendance Issues Junior/ Senior Supports – guest speakers Universal Preventions/Interventions PBIS / POW ER language, lessons, Signage Notable Deeds, Power Act Tickets Quarterly Student Recognition Assemblies Student of the Month & Honor Roll Breakfasts Universal Prevention/ Interventions PBIS / P O W ER language, lessons, Signage Notable Deeds, Power Act Tickets Quarterly Student Recognition Assemblies Incentive programs for attendance & behavior (Blazer Tickets, Sneakers, T-Shirts) Class meetings each semester PBIS MHS POWER TEAM ACADEMIC BEHAVIORAL

13 New Targeted Group Interventions Implemented within the last 2 years… Gang Prevention Groups Diversion Groups Skill Building Groups (Girls Inc., CPS) Group Problem Solving for Attendance Issues

14 New Intensive, Individual Interventions Drop Out Prevention Specialist Position Family Support Advocate Position Individual Collaborative Problem Solving RISE Program Reaching Individual Students Everyday Collaborative Problem Solving

15 Acknowledgements Notable Deeds (09-10)  Teacher to student POWER Acts (10-11)  Quick, easy ways to acknowledge students Developed Acknowledgement Calendar  Different POWER theme for each month Teacher recognition  Chosen from teachers who submitted ND’s  Prime parking spot, coffee every Monday in January, Grizzly gear, dinner at the pub

16 Notable Deeds

17 Power Acts

18 Team Regular Meetings  Team meetings every other Friday; sub-committees meet on own. Broad Membership: targeted recruitment  Licensed Staff  Music, Alternative Ed, Math, Science, Social Studies  Classified Staff  Career Center, Instructional Assistant  Administration  Dean, Assistant Principal Additional Planning time (mid year and summer planning days – subs are paid for by administration budget) Consistent Administrative participation

19 Where do we go from here? Funding  This is the second year that we have had in-house funding  Our grant was a life-saver, both for morale and for getting things done Systems are struggling…  Acknowledgements continue  Power Crew not happening  Team is small with high turnover this year

20 Where do we go from here? Challenges moving forward  Class sizes  Cut-backs in staff size  No paid inservice days before fall term  POWER Team Rollover  Less time for embedded staff development or staff meeting exposure due to other academic pushes for teachers.

21 Where do we go from here? Success this year  Continue to have high staff buy in  Great success from our new targeted and intensive interventions  Spring term reenergizing  District wide acceptance and push to use CPS  Greatly improved discipline data & starting to see improved attendance data. More Front office buy in  Counselors and Assistants more likely to support and use PBIS language  Administrators and Deans starting to think about using PBIS strategies in discipline

22 Full-Year and Mid-Year Comparison (+3 from 2009 – 2010; 37% of SIP target) (+212 from 2010– 2011; 51% of SIP target) 2012 – (-275 from ; 18% of SIP target) YearTotal Referrals Change from Previous Year 2010 – * – 2013 SIP Target <1085 NA * Enrollment increase of +249 (MACA consolidation back into MHS)

23 Triangle Data Report Who has how many referrals? Students with 3+ referrals 14 (0.7%) Students with 2 referrals 27 (1.4%) Students with 1 referral 94 (4.9%) Students with no referrals 1779 (93%)

24 Gang-Related Behavior 3-Year Mid-Year Data Zero expulsions this year for multi-year gang involvement/defiance (4 last year at this time) Some students with gang background are now at Cook Jr. and Cook Campus for credit recovery 2010 – referrals 2011 – referrals 2012 – referrals

25 Comparisons of Mid-Year Suspension Data Year In-School Suspension Out-of- School Suspensions Suspension Pending Expulsion 2010 – – (discipline referrals) 66 (attendance related) 692


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