PROFESSIONAL LEARNING TEAM REPORT

2011-2012

PLT Title

Positive Behavior Intervention Support at the Daniel Butler School

Blurb for PLT Conference Brochure

Praise or Punish? Modifying student behavior to improve school climate.

Contact Information (Write * next to facilitator’s name.)

Name / School / Grade Level or Subject
Kimberly Coffin / Daniel Butler / School Psychologist
Jess Eisner / Daniel Butler / School Psychologist
Kristin Romig / Daniel Butler / Guidance Counselor
*Ted Trodden / Daniel Butler / Physical Education

Guiding Theme

  • Differentiated Instruction/RTI
  • Integrated, Real-Life Experiences
  • Acquisition of 21st Century Skills
  • Deepening Teacher Content Knowledge
X Improving School Climate/Culture
  • Teaching the “Whole Student”
  • Other (explain) ______

Inquiry Question

How do we construct and implement a Positive Behavior Support system in order to improve school climate at the Daniel Butler School?

Process

Creating and implementing a Positive Behavior Support (PBS) system at the Daniel Butler school was a multi step task spread over the entire school year. The challenge was divided into six phases, one of which took place at the conclusion of the previous school year.
PRE-Phase- In May of 2011 a school climate team was established to explore ways to improve school climate. The team agreed to use the annual COLOR DAY (field day) experience as a lesson to promote kindness. Each class room had a reporter who recorded acts of kindness between teams as well as teammates. Students were encouraged to report any student’s kind words or acts. Every reported act of kindness was posted on a display board for the entire community to see. The conclusion of the pre-phase was the staff’s introduction to Positive Behavior Intervention System to promote and recognize preferred behavior as a powerful behavior modification tool.
PHASE 1-September of 2011 it was agreed upon to use the Bucket Filling metaphor, illustrated in The children’s book “How Full Is Your Bucket” by Tom Rath and Mary Reckmeyer, to recognize and encourage positive behavior at the Daniel Butler School. As a new initiative this year Grade Level meetings were established every other Friday for twenty-five minutes for grades 1-4. The Bucket Filling metaphor was taught to the students during grade level meeting in late September.
Phase 2- Students collaborated during October’s grade level meetings to brainstorm ideas what bucket filling would look like in various school locations. Students at each grade level reported
what bucket filling looks like in the hallways, cafeteria, and restroom, on the playground structure, the hard top and at the water fountains. Students’ responses were collected and rephrased into norms that were similar across grade levels. Using the norms, bucket filling posters were created and placed in all the areas of the school to teach students what behavior is expected in each location.
Phase 3- Assessing the students understanding of the preferred behaviors was the next task. During the following weeks students were asked to report any bucket filling behaviors they witnessed. As a reporter students were required to fill out a reporting form identifying who they saw filling a bucket and how it made them feel as a third party witness to the event. At this time the classroom teachers entered into the decision making process for planning their grade level meetings topic. Teachers at each grade collaborated to discuss which behaviors their students need the most help with. Grade level meetings were tailored to target each groups needs. Delivery of lessons varied from skits, story books, demonstrations, experiments and video clips.
Phase 4- A GOTCHA program was ready to be installed to catch the students demonstrating preferred behaviors. After lengthy collaboration the Daniel Butler staff approved A system to publicly praise students who were caught “being good”. The “Bucket Card” will be publicly presented to a student who is caught demonstrating the preferred behaviors exemplifying bucket filling. A detailed explanation describing the behavior and its powerful impact on our school community will be made to model the preferred behavior. Students receiving cards will bring them home to share with their family, and then bring the card back to school to be publicly displayed on a school bulletin board.
Phase 5- The Daniel Butler school staff collaborated again in March to identify the “Core Values”
that our students and staff will strive to realize in our daily lessons and interactions. Three core values that were almost unanimous among the staff, that everybody every day will be….Responsible, Respectful and Ready to learn at the Daniel Butler School. Our Values along with the Bucket Filling norms will be incorporated onto an educational poster that will be displayed around the building to educate and remind members of the Daniel Butler School community what our values and expectations are every day.


Findings

At this juncture the team is pleased with the progress the school climate has made this year. The students are exhibiting preferred behaviors independently as well as using the vernacular that goes hand in hand with bucket filling. The number of referrals to the office for behavior problems has noticeably decreased. Daniel Butler School students are excited about the recent advent of the GOTCHA program. The bulletin board displaying the “Bucket Filling” cards is a popular place to stop and read who has been caught being good. Students have spontaneously cheered for their peers after a public presentation of a “Bucket Filling” card. The number of cards presented in the third week of the program has quadrupled from the initial week. Teachers and support staff are excited to recognize good behavior and heap praise on students who may have gone unrecognized. Recently, a teacher returning to the Daniel Butler School from a lengthy absence remarked how much improvement has been made on school climate.
In October a school climate survey was administered to measure the staffs’ opinions and target areas of concern. The follow up survey will take place in May. Results will be published at that time.

Recommendations / Next Steps

The team plans to expand and sustain the Posisitive Behavior System next school year by researching new pathways to teach the students as well as identifying supplementary areas of concern among the Daniel Butler School community.