The goal of Warrior P.R.I.D.E. is to recognize student success in academics, behavior, and attendance. The three levels that student can obtain are the Ultimate Warrior, Gold Level, and Blue Level. All levels will be able toparticipate in sports, attend rallies, and dances. Students will also beeligible to win different prizes and incentives. The higher the level the more rewards and incentives the student will receive (first to lunch passes, BBQ,lunch time activities, etc.). Rallies will be held every quarter to celebrate students that obtain Warrior Pride.
Qualifications for Warrior Pride Levels
Ultimate Warrior Level
4.0 Grade Point Average
No unexcused absences and tardies
Advanced on at least one benchmark and at least proficient on the other
No Office Referrals
Earn at least 60 Accelerated Reader Points per Quarter
Gold Warrior Level
3.0-3.9 Grade Point Average
95% Attendance and no tardies
Advanced or Proficient on both ELA and Math benchmarks
No Office Referrals
Earn at least 40 Accelerated Reader Points per Quarter
Blue Warrior Level
.0-2.99 Grade Point Average
90% Attendance and no more than 3 tardies
Approaching proficient or higher on both ELA and Math benchmarks
No Office Referrals
Earn at least 20 Accelerated Reader Points per Quarter
*In House Suspension and Suspensions will result in the loss of the student’s Warrior Pride Level according to the following guidelines:
1 Day Suspension/In House= Loss of level for 4 days.
2 Day Suspension = Loss oflevel for 8 days.
3 Day Suspension = Loss oflevel for 12 days.
4 Day Suspension = Loss oflevel for 16 days.
5 Day Suspension = Loss oflevel for 20 days.
If a student receives 2 suspensions equals loss of pride level for the entire quarter. 3 suspensions equal loss of warrior pride level for the remainder of the semester.
Positive Behavioral Interventions and Supports (PBIS) or what we call (Warrior P.R.I.D.E.).
1. “What is School-Wide PBIS?”
Improving student academic and behavior outcomesis about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, andimplementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
2.“What Does School-Wide PBIS Emphasize?”
In general,SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effective support implementation of these practices.
These four elements are guided by six important principles:
Develop a continuum of scientifically based behavior and academic interventions and supports
Use data to make decisions and solve problems
Arrange the environment to prevent the development and occurrence of problem behavior
Teach and encourage prosocial skills and behaviors
Implement evidence-based behavioral practices with fidelity and accountability
Screen universally and monitor student performance & progress continuously
3.What Outcomes are Associated with Implementation of PBIS?
Schools that establish systems with the capacityto implement SWPBS with integrity and durability have teaching and learning environments that are less reactive, aversive, dangerous, and exclusionary, andmore engaging, responsive, preventive, and productive. Address classroommanagement and disciplinary issues (e.g., attendance, tardies, antisocial behavior), improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and most importantly, maximize academic engagement and achievement for all students.