Draft Action Research Project Report
Improving
School Discipline and School Climate
Introduction/Background Information
This research is being conducted on a PK-5th elementary campus in a city with a population of roughly 22,000. Our student population is primarily white, with about 20% of our students from an African-American or Hispanic background. We have approximately 60% of our student population on the free or reduced lunch program. About a year and a half ago, we formed a committee of about 10 teachers and administrators on our campus who began brainstorming and researching ways to improve overall student discipline on our campus, assuming this would improve the climate on our campus as well. We felt we had far too many office referrals related to campus-wide discipline issues, and our numbers seemed to increase slightly each year. We truly believed that with the right system in place, we could not only decrease these referrals and disruptive behavior, but increase campus moral and positive student behavior. We felt improved behavior would also lead to improved student learning. Our team was prepared to invest the time needed to ensure success of the program, and we were well aware that few fiscal resources were available. We wanted the focus to be positive, the results to be long-lasting, the implementation to be fairly simple for our teachers, and the design of the program to be student-centered. Students received an explanation of the new program at a school-wide assembly, and parents were given an overview at a PTO meeting last spring. Our committee will meet periodically to reexam and modify parts of this program, as needed, so our vision for improved student behavior stays on track. The information from this study will benefit anyone that works with children and will most definitely increase my knowledge of positive behavioral interventions and supports, or PBIS.
This research is being conducted on a PK-5th elementary campus in a city with a population of roughly 22,000. Our student population is primarily white, with about 20% of our students from an African-American or Hispanic background. We have approximately 60% of our student population on the free or reduced lunch program. About a year and a half ago, we formed a committee of about 10 teachers and administrators on our campus who began brainstorming and researching ways to improve overall student discipline on our campus, assuming this would improve the climate on our campus as well. We felt we had far too many office referrals related to campus-wide discipline issues, and our numbers seemed to increase slightly each year. We truly believed that with the right system in place, we could not only decrease these referrals and disruptive behavior, but increase campus moral and positive student behavior. We felt improved behavior would also lead to improved student learning. Our team was prepared to invest the time needed to ensure success of the program, and we were well aware that few fiscal resources were available. We wanted the focus to be positive, the results to be long-lasting, the implementation to be fairly simple for our teachers, and the design of the program to be student-centered. Students received an explanation of the new program at a school-wide assembly, and parents were given an overview at a PTO meeting last spring. Our committee will meet periodically to reexam and modify parts of this program, as needed, so our vision for improved student behavior stays on track. The information from this study will benefit anyone that works with children and will most definitely increase my knowledge of positive behavioral interventions and supports, or PBIS.
Literature Review
There are numerous products available offering to decrease student discipline issues and erase negative target behaviors. Unfortunately, no single product removes these issues that consistently interfere with student learning. And very few take into consideration that the environment is different on every campus and in each learning environment. While many argue we should not have to teach students to be well behaved, the fact remains that we usually do. Sugai, Smith, and Scott (2002) found that inconsistent punishment for negative behaviors, without the use of positive strategies, is ineffective. This same research indicates that introducing, modeling, and reinforcing positive behavior is an important step in a child’s educational experience. If the introduction, modeling, and reinforcing occur on a regular basis, the positive behaviors become the norm, not only at school, but across all environments.
There are numerous products available offering to decrease student discipline issues and erase negative target behaviors. Unfortunately, no single product removes these issues that consistently interfere with student learning. And very few take into consideration that the environment is different on every campus and in each learning environment. While many argue we should not have to teach students to be well behaved, the fact remains that we usually do. Sugai, Smith, and Scott (2002) found that inconsistent punishment for negative behaviors, without the use of positive strategies, is ineffective. This same research indicates that introducing, modeling, and reinforcing positive behavior is an important step in a child’s educational experience. If the introduction, modeling, and reinforcing occur on a regular basis, the positive behaviors become the norm, not only at school, but across all environments.
Action Research Design
Subjects: The subjects used for this research project consist of roughly 300 students ranging in age from 3 to 11. They are students in grades PK-5th on my elementary campus.
Subjects: The subjects used for this research project consist of roughly 300 students ranging in age from 3 to 11. They are students in grades PK-5th on my elementary campus.
Procedures: Implementation of the vision for this
research will be realized by our faculty,
parents, and students. Positive
behavioral supports and interventions will be utilized school-wide for the
entire school year, in order to reward positive actions and behaviors instead
of giving students attention for negative behaviors. Parents are highly encouraged to support
these same positive actions at home, and to recognize their students when
rewards are received at school. Students
were initially rewarded for positive behavior in common areas of the building
including the cafeteria and hallways. In
January, we will begin token rewards for this same great behavior in individual
classrooms.
Daily positive rewards in the form of gold tickets for any student who displays responsibility, integrity, determination, and/or preparedness. Ten tickets are given out each day by ten randomly selected teachers, and the parents of the students receiving these tickets are also notified that their student has been recognized for good behavior. We began these interventions and supports last school year, and my research will conclude in May, 2013. Our committee meets periodically, as needed, to make sure we continue on the right track.
Data Collection: Our data collection has been based on individual parent and student surveys, teacher interviews, and student office referrals. Based on the results thus far, the program will continue even after my research is complete due to the positive impact it has had on student behavior, the decrease in office referrals, and the increase in school morale.
Daily positive rewards in the form of gold tickets for any student who displays responsibility, integrity, determination, and/or preparedness. Ten tickets are given out each day by ten randomly selected teachers, and the parents of the students receiving these tickets are also notified that their student has been recognized for good behavior. We began these interventions and supports last school year, and my research will conclude in May, 2013. Our committee meets periodically, as needed, to make sure we continue on the right track.
Data Collection: Our data collection has been based on individual parent and student surveys, teacher interviews, and student office referrals. Based on the results thus far, the program will continue even after my research is complete due to the positive impact it has had on student behavior, the decrease in office referrals, and the increase in school morale.
Findings
Our findings thus far are extremely exciting and rewarding. We were hoping to see our office referrals decrease by at least 15% by May, 2012. With our positive behaviorial interventions and supports in place last semester, we had a decrease in office referrals of almost 35%. This was certainly a celebration for our students, parents, and staff when school began this past fall. We were able to share our good news with students via a bar graph displayed on a Smartboard during a school-wide assembly, and with our parents, using the same visuals, during Open House on our campus in September. And we continue to see behavioral issues decrease. With fewer discipline issues, our teachers and administrators have more time for positive student interactions, and student learning appears to be on the rise as well. We are eager to share semester results with all stakeholders next month, after which our faculty will spend time preparing for Phase II of this program. We’ll share current data and research supporting our vision for this program, and address any questions and concerns. Once in place, we’ll share plans and preparations for this next phase with our students and parents.
Conclusions/Recommendations
The staff on our campus have much preferred recognizing students for good behavior instead of providing attention to students for discipline issues. Even our students with fairly severe handicapping conditions have responded favorably. And over time, we are finding that preparedness, responsibility, integrity, and determination have become natural, daily behaviors for our students. What great personal traits for our students to take with them into the future. They are not only learning how to behave positively at school, but they are learning positive life lessons, too. This project required considerable time and preparation in the beginning, but quickly became a simple part of each school day. Assuming our future results continue to be as positive as the ones we’ve already shared, we will continue to use the PBIS program long after this research project is complete. I highly recommend a PBIS (positive behavioral interventions and supports) system be in place in every school.
Our findings thus far are extremely exciting and rewarding. We were hoping to see our office referrals decrease by at least 15% by May, 2012. With our positive behaviorial interventions and supports in place last semester, we had a decrease in office referrals of almost 35%. This was certainly a celebration for our students, parents, and staff when school began this past fall. We were able to share our good news with students via a bar graph displayed on a Smartboard during a school-wide assembly, and with our parents, using the same visuals, during Open House on our campus in September. And we continue to see behavioral issues decrease. With fewer discipline issues, our teachers and administrators have more time for positive student interactions, and student learning appears to be on the rise as well. We are eager to share semester results with all stakeholders next month, after which our faculty will spend time preparing for Phase II of this program. We’ll share current data and research supporting our vision for this program, and address any questions and concerns. Once in place, we’ll share plans and preparations for this next phase with our students and parents.
Conclusions/Recommendations
The staff on our campus have much preferred recognizing students for good behavior instead of providing attention to students for discipline issues. Even our students with fairly severe handicapping conditions have responded favorably. And over time, we are finding that preparedness, responsibility, integrity, and determination have become natural, daily behaviors for our students. What great personal traits for our students to take with them into the future. They are not only learning how to behave positively at school, but they are learning positive life lessons, too. This project required considerable time and preparation in the beginning, but quickly became a simple part of each school day. Assuming our future results continue to be as positive as the ones we’ve already shared, we will continue to use the PBIS program long after this research project is complete. I highly recommend a PBIS (positive behavioral interventions and supports) system be in place in every school.
References
Eber, L., Sugai, G., Smith, C., Scott, T.
(2002). Wraparound and positive
behavioral interventions and supports in the schools. Journal
of Emotional and Behavioral Disorders, 10(3), 171-180.
Bui, X., Quirk, C., Almazan, S. (2010). Positive behavioral interventions and
supports. Maryland Coalition for Inclusive Education, pp.1-9. Retrieved from http://www.mcie.org/usermedia/
Bradshaw, C., Mitchell, M., Leaf, P.
(2010). Examining the effects of
schoolwide positive behavioral interventions and supports on student
outcomes. Journal of Positive Behavioral Interventions, 12(3), 133-148.
Sugai, G., Horner, R., Dunlap, G., Hieneman,
M. (2010). Applying positive behavior support and functional behavioral
assessment in schools. Journal of
Positive Behavioral Interventions, 2(3), 131-143.
Bradshaw, C., Reinke, W., Brown, L., Bevans,
K., Leaf, P. (2008). Implementation of school-wide positive behavioral
interventions and supports (PBIS) in elementary schools: observations from a randomized trial. Education
and Treatment of Children, 31(1), 1-26.
Sugai, G. & Homer, R. (2008). The evolution of discipline practices: school-wide positive behavior supports. Child
and Family Behavior Therapy, 24(1-2), 23-50.
Bradshaw, C., Koth, C., Thornton, L., Leaf,
P. (2009). Altering school climate through school-wide positive behavioral
interventions and supports: findings
from a group-randomized effectiveness trial.
Prevention Science, 10(2),
100-115.
