Schools Need to Consider PBIS

     The current focus in education seems to be all about the numbers.  Test scores, graduation rates, AYP targets, and benchmarks are the major concerns for most school districts and school administrators.  I do believe that these things are important; however, I think an even greater concern lurks in the background and is often overlooked.  I think student behavior is a critical factor that must be addressed in order to elevate those important numbers.  Student conduct has been rapidly declining over the past decade.  Inappropriate language, bullying, sexual misconduct, and a general lack of respect are on the rise.         

Schools need to consider adopting some form of behavioral support program that incorporates Positive Behavioral Interventions and Supports or PBIS.  PBIS is a preventative approach designed to improve behaviors and support the success of every student.  PBIS includes behavioral interventions that are evidence and research based designed to enhance academic and social performance.  A school community must first decide on a set of behaviors or principles that are important for their students and then develop a framework for integrating these behaviors into the culture and the curriculum of the school.  Once a school determines the values or behaviors that are fundamental for the success of its students, PBIS can provide a way for school personnel to:

• organize practices that are evidence based
• improve the implementation of those practices  
• maximize academic and social behavior outcomes for students 

     The pyramid of interventions in a PBIS system takes on a three tiered approach.  There is a system in place that outlines appropriate behaviors for all students, staff, and settings.  This system is designed to prevent common discipline problems that occur in the general population.  There are also more specific interventions in place to assist students that are considered at-risk for inappropriate behavior.    

      Many schools have experienced great success with such programs.  One example is the transormation that took place at Tupper Secondary School in Vancouver.  Conditions at the school were less than desirable when they decided to make a change.  A team of teachers, administrators and students at the school began brainstorming the values and behaviors they wanted to see at their school.  They decided on the acronym ROARS that stood for (Respect, Ownership, Attitude, and Safety).   The team posted a list that outlined specific behaviors for each of the five categories that would apply to hallways, classrooms, the community, online, and other locations.  In the beginning, teachers were required to discuss the code every day in homeroom, until students and staff were nearly sick of it.  Students learned about ROARS through games, skits, and discussion each year at grade 8 camp, a three-day acculturation activity at the beginning of the school year.  The school began producing a ROARS newsletter with common language that the staff could use to address inappropriate behaviors or to commend students for good behavior.  Students were given cards to recognize good behavior and the cards could be entered into weekly drawings for prizes such as movie passes.  At the end of the year there was a drawing for a bigger item such as an ipod.  They developed a ROARS club and they instituted a ROARS day to review the code in all classes.  Students were given an opportunity on this day to make suggestions that could be used to update or refine the code.  Teachers showed buy in by following the same rules and code of conduct that the students follow.  They give themselves the same consequences that students receive if they break any portion of the code.  The implementation of this code has not only had a positive impact on student behavior it has also improved their academic performance.  “Instead of buying into peer pressure that it’s uncool to be a good student, students are proud to try to excel.”  This school even found that students who transferred into the school that had experienced difficulty in other settings felt much more comfortable in the environment that had been established at this school.  One parent of a former student at Tupper claims that ROARS saved her life and has allowed her to reach her full potential.

     Educators are so focused on curriculum and preparing students for End of Course tests that the critical step of creating an optimal learning environment is often taken for granted.  We can not assume that students will behave the way they are supposed to anymore.  We must design a system of operation that prevents bad behavior and makes positive behavior the norm.    

References

PBIS. OSEP Center on Positive Behavioral Intervention & Supports Effective Schoolwide Interventions. Retrieved July 24th, 2011 from www.pbis.org.

Whishaw, I. (2010). A roaring success. Educational Leadership, 68(2), 70-73.  Retrieved July 25th, 2011 from www.ascd.org. 

      

    

  

    

Smartboard for a Technology Challenged Teacher

    
         I walked into my assistant principal’s office on the last day of school for teachers this year filled with excitement about my summer that was about to begin.  I was going to have a look at the schedule board for next year to see when my planning period would be and what classes I would be teaching.  The principal and the assistant principal looked at me with one of those looks that said “you are not going to like what we are getting ready to tell you.”  My principal looked at me and said “Christy you are getting a Smartboard in your classroom for next year.’’   I explained to him that I do not want a Smartboard and he quickly explained that I don’t have a choice and will be getting one anyway.   What a way to crush that beginning of the summer euphoria, it was replaced with dread and anxiety.  The thoughts that popped into my head were:

·   I don’t want a Smartboard

·   I don’t know what to do with a Smartboard

·   I'm very fond of my Dumbboards

·   I envision this Smartboard malfunctioning in the middle of every lesson and I will be standing in front of my class having no clue how to fix the situation

·  The students will know more about this piece of equipment than I do

     I mean come on, I can barely operate the laptop I am using to write this blog.  It has been nearly a month, and now that the initial shock has worn off, it is time for me to look at the benefits of using a Smartboard or an Interactive Whiteboard in my classroom.  Robert J. Marzano highlights three features of the interactive whiteboard that have a statistically significant relationship with student achievement in an article for Educational Leadership. 

1)  The learner-response device is the ability of the whiteboard to record student responses to questions generated by the teacher.  The results of student responses are displayed in a bar graph or a pie chart.  This tool automatically increases student engagement with the lesson.  The use of these devices was associated with a 26 percentile point gain in student achievement.

2)  The use of graphics and other visuals to represent information lead to a 26 percentile point gain in student achievement.  This includes the use of downloaded pictures and video clips from sites such as Google Earth or You Tube to enhance lessons.

3)  The Interactive Whiteboard Reinforcer allows teachers to present information in unusual contexts and signal students that their answer is correct.  These applications include dragging and dropping correct answers into specific locations, acknowledging correct answers with virtual applause, and uncovering information hidden under objects. These practices were associated with a 31 percentile point gain in student achievement.

     Marzano is quick to point out that the Smartboard alone will not improve student achievement.  Teachers must thoughtfully consider the ways that this tool can be used to improve the quality of instruction, enhance existing lessons, and increase the level of student engagement.  As an Algebra 1 teacher, I found the following video intriguing as it features a teacher demonstrating a couple of ways that the Smartboard can be used to enhance an Algebra 1 lesson.







There are also many valuable resources available to teachers like myself that have never used an Interactive Whiteboard.  The next video is a quick tutorial on using the Smartboard for users that are just getting started. 







The Interactive Whiteboard can be used to enhance existing lessons or there are a number of websites that offer ready to use lesson plans that will work with the Smartboard such as Scholastic or Smarttech.  I had envisioned a period of relaxation starting July 29^th when Graduate School is complete; however, it appears that I have a great deal of planning to do in order to make the most of the new technology that is making its way into my classroom.          

Ledford Students Need a Make-Over

     Ledford High School has traditionally been considered a good, solid school; a desirable place to teach and a place parents sent their students with pride and confidence.  While this is still partially true, Ledford is not the place it once was and the image of it's students has changed.  Ten years ago you could walk down the halls of Ledford and be impressed with what you saw.  The building was clean, not overly crowded, and the students were neat and well dressed.  A first impression would have been very positive.  What a difference ten years can make.  The changes have been gradual, yet the cumulative effects of the changes in student appearance have been significant.  In 2011 when you take a walk down the hallways of Ledford, here are some of the things that you may see:

• Students that appear to be dressed in their pajamas, looking like they may have just rolled out of bed
• Students with sagging pants that expose their boxer shorts or undergarments
• Students wearing t-shirts with inappropriate images or expressions
• Female students that are over exposed, particularly when warmer weather arrives
• Students in all black, dressed more appropriately for a Marilyn Manson concert than for school
• Students whose attire make you wonder whether or not they are gang members

     There are still many students walking around the hallways of Ledford that look very nice and promote a very positive image; however, there are far too many students falling into the categories mentioned above.  In my opinion, this contributes to an overall decline in school pride and has a negative impact on the attitudes and the behaviors of our students. 
     First impressions, image, and appearance are all very important factors that affect a school's culture, school pride, and a sense of unity and belonging within the school community.  The recent transformations that have taken place at High Point University are a prime example of the importance of image and appearance.  It is no coincidence that many of the first steps taken to transform the University involved campus beautification and facility improvements.  The polished, professional appearance of the campus is expected to carry over to the student body having a positive impact in many different areas.  The photo below taken from the High Point University Magazine is an example of the image that is the new standard at HPU.

     Ledford High School is in need of a transformation similar to the one that took place at High Point University.  Money is not availabe to make the major campus improvements that have occured at HPU; however, one area that can be improved with very little financial impact is the appearance of our student body.  The school needs to seriously consider the adoption of a very strict dress code policy or a Standard Mode of Dress.  I believe the benefits of SMOD for Ledford would far outweigh any negative issues or concerns, these include:

• Students would treat each other and their teachers with more respect
• School pride and a sense of community would increase
• Students living in poverty would feel more comfortable at school
• Discipline problems and referrals related to dress code would eventually decline
• A professional appearance would have a positive impact on student performance and student effort
• Many parents would support the idea of a uniform policy for financial reasons
• Distractions related to clothing would be minimized

        Appearance is not everything, but it is important.  Ledford needs to take the step to move from good to great.  SMOD would be an excellent step towards transforming the image of Ledford students and improving the overall culture of the school.

References

Ledford High School.  Ledford High School Homepage.  Retrieved July 10, 2011, from Ledford High School:  http://www.Ledfordhigh.com

High Point University.  High Point University Homepage.  Retrieved July 10, 2011, from High Point University:  http://www.highpoint.edu/documents/MAG-fall-2010.pdf

Money strapped parents ask for school uniforms . (2009, August). Retrieved from   http://www.youtube.com/watch?v=RiJGFMgy2G0