Page High School
Sand Devils PRIDE
Watch a video showing what PBIS looks like in K-12 schools:
Page HS PBIS Team Vision
To improve behavior and impact academics.
What is Positive Behavior Intervention and Support and What Does It Have To Do with Page PRIDE?
PBIS is the science behind our new way of preventing discipline problems – teaching the PRIDE Expectations to all students and staff, across the entire district. Our PBIS team is hard at work taking professional development training so that we can create the culture that we want for our school. Throughout this year, the PBIS Team continue to ask students, staff, and our community for information and feedback. We want your input!
- One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. – Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms). – Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional. -PBIS.org
What are the Outcomes of PBIS?
- Decreased classroom disruptions and office discipline referrals
- Increased academic achievement and performance
- Improved school climate and safety
Why is PBIS Needed at PHS?
Office Referral Data
Our student discipline data shows that quite a few students are being sent to the office for disruption and disrespect. When that happens, they are not learning and this also interferes with the learning of others. We need to help all or student to be successful academically and behaviorally. When students struggle with reading – we teach. When students struggle with math or music – we teach. When students struggle with behavior – we need to teach them how to succeed.
Climate Surveys Data (Fall 2011)
65% of staff feel that bullying is a problem.
53% of parents feel that teachers work closely with them to get the help their child needs.
65% of students feel that they are friendly with one another.
Anecdotal Data (Fall 2011)
Here are some quotes from our recent climate survey last fall 2011:
“I think our penalties for disobedience lack teeth while being overly punitive at the same time. Kids who get ISS or ACES basically stop learning while there.” - Staff
“Some teachers do not discipline their kids. Not everyone is friendly. Not enough school spirit.” – Student
“Unfair discipline for these students. The punishments should be the same across the board & they are not!” – Parent
How Can Staff Help?
FIRST – Teach and reteach the PRIDE Expectations to your students. If students are not demonstrating PRIDE Expectations, ask them what “Positive” or “Involved” or “Determined” means. The correct answer is on the PRIDE poster in the location where you are asking the question.
NEXT – Catch students demonstrating ONE of the PRIDE Expectations and give them a PRIDE Ticket by saying, “Thanks for being POSITIVE (or which ever expectation they are demonstrating) by ______________ (state the specific skill for the expectation you are acknowledging”. Then give them the ticket!
FINALLY – Remind student why PRIDE is important! Relate it to life, work, careers, family. Keep it real and positive.