School-Wide Positive Behavior Supports used to reduce referrals and suspensions and robust and aggressive action to absenteeism.
According to Principal James Garvin, the reduction in the percentage of students with one or more out-of- school suspensions from 2016-2017 to 2017-2018 represents a culmination of efforts in multiple years to ensure that all students remain in school and receive a quality education despite behavioral challenges. These efforts are systematic and rooted in the implementation of School-wide Positive Behavior Supports (SWPBS) and related to evidence/research-based strategies to support all students.
a. Recite the Reid Park Academy RAMS Pledge and the RAMS Creed each morning.
b. Learn what type of behavior is appropriate and are held accountable for their behavior in classrooms, hallways, restrooms, the cafeteria, on playgrounds, and on buses.
c. Have the opportunity to earn RAM Bucks, which are awarded to students individually by teachers and administrators, and Character Counts, which are awarded to an entire class for displaying RAMS positive behaviors and character traits. RAM Buck posters are displayed prominently throughout the school and indicate the current rewards available to students.
As a part of the school’s monthly Character Education Assembly and Celebration, classes that earn five or more Character Counts receive recognition and rewards. The community-building app, ClassDojo, is used in every classroom to promote, track, and share progress toward positive behavior with parents and teachers.
To manage inappropriate behaviors, disciplinary referrals and suspension data are analyzed at the beginning of, and throughout, the school year. Students who need additional support are identified, using referrals and suspension data, and assigned to appropriate support staff (e.g., social workers) to work on their skills. The progress of students who receive these supports is continuously monitored by referral and suspension data and is discussed weekly during various grade- level and departmental professional learning community (PLC) meetings. Students who need additional support receive appropriate referrals.
Reid Park has seen a substantial reduction in referrals and suspensions for students. Numerous students come to Principal Garvin’s mind when considering the impact that tools such as behavior trackers and social skills instruction have had on promoting positive behavior, which leads to academic progress.
According to Principal Brian Bambauer, a reduction in chronic absenteeism from 2016-2017 to 2017-2018 for the three largest racial groups at Randolph IB can be credited in part to an extremely diligent attendance secretary and support team. The attendance secretary meets with the school’s collaborative student services team (CSST) every other week. CCST is a pre-intervention team which includes the school principal, nurse, all three counselors, and the school psychologist. The group discusses attendance issues, which the counselors then address directly with the student and/or
family. In addition, the attendance secretary sends out unexcused absence letters after a student has missed 3, 5, and 10 days of school. The attendance secretary ensures that, daily, each teacher takes attendance in PowerSchool, follows up with an email, assists substitutes with taking attendance, and monitors late buses and tardy students. The thoroughness of this team ensures completeness and accuracy and allows early intervention and support in circumstances that could interfere with students’ school attendance before too much instructional time is lost.