Encouraged, a much belated update

Just stopping in to give a very overdue and brief update on our school's implementation of PBIS. 

Of note, there has been an administrative change at our school this year.  One headmaster left for another district as our school's restructuring plans were being finalized.  The new structure moved us from two headmasters to one principal and an assistant principal.  The remaining headmaster was chosen as principal and we hired a former teacher from a neighboring district as assistant principal.  The assistant principal comes from Beecher Elementary, a school using Responsive Classroom.  In a lovely show of irony, the headmaster who left became principal at a school in a district that uses Responsive Classroom system wide. 

In addition, new staff members have joined the "behavior committee" and bring their responsive rather than controlling style to group.  Over the summer some of the committee attended training in Responsive Classroom and saw how well it can complement PBIS.

Updates on the program and training were provided to the school/parent community over the summer.

Within the first month of school, an informational meeting for parents was held by the "behavior committee."  Most parents were very appreciative to have a time for discussion and questions.  I commend the school for providing information proactively. 

At that informational meeting what was outlined is not the "canned" version of PBIS with extrinsic rewards at its core.  Rather, it was very encouraging to hear that the committee has been mindfully tailoring a program specific to our needs as a community of learners.  In particular, BCS will not be using a system of external motivators.  We seem to be taking the best parts of PBIS - consistency, information gathering, well articulated expectations - and combining them with a more responsive format.  Noted were the importance of building positive relationships, providing meaningful learning experiences, and meeting the needs of the full array of students - those behaving regularly to those who struggle daily with behavior. 

(photo by woodleywonderworks)

It was explained that teachers will have autonomy to decide what classroom management works best for the students in their classrooms.  Teachers are being encouraged (and hopefully supported), to reduce (and even eliminate) the reliance on "class-wide" punishments/incentives such as needing a certain number of stars for the class to get a reward.  Students have shared how detrimental this type of system is for developing a positive, caring community.  As my daughter, Emma, stated "they create enemies kid to kid and kid to teacher." 

(photo by dchrisoh)

I am encouraged to be told our district is not just picking up PBIS and slapping it on our students and teachers.  I am encouraged by the personnel changes and that responsive-minded staff have joined the committee.  I am encouraged by the sharing of information.  I hope the goal of helping children develop responsibility and the desire for behaving well in an appropriate and engaging learning environment remains in sight as time goes on. 

If you are visiting this site because your school is adopting PBIS and you have issues with the program I would encourage you to speak up.  It seems voices may have been heard here in Bethany.  I remain very encouraged as the year progresses.

My best,

~Aimee Cotton Bogush

Another voice from the Board of Education meeting on May 12, 2010:

Brian Laubstein spoke at the Board of Education meeting on May 12, 2010.  He did not use prepared remarks.  When he spoke he mentioned the co-chair of the BOE, Mr. Fournier, has wondered in past meetings why parents do not feel like a part of the school and this PBIS program is an example of why.  He asked about the cost of PBIS and where it was in the budget.  Brian noted he has attended every BOE meeting for the past year and this was the first mention of PBIS.


Here is Brian's summary of the PBIS portion of the meeting:

It was interesting.  There was a presentation on PBIS and how it ended up in our school. The story goes, a few teachers were visiting another school about the RTI program there. They noticed the students in the school were walking in the hallways quietly. The reason... yes, PBIS.  The teachers did discuss all the buzz words you mentioned -  research-based, consistency, etc.  They did show a matrix and how it would apply to BCS . The teachers did discuss that most of the teachers already use a reward incentive plan, now it would be uniform. They also felt that it was a good idea that now they could teach the proper behavior as a lesson so all the students knew what was to be expected (i.e. how to walk in the hallway).

Currently they only have the disciplinary side down. They do not have the reward side together. There was a suggestion that all the students receive tokens in the morning and they get taken away if a wrong behavior is displayed. 

The BOE asked about the cost (which was reported as $500) and the giving of tokens and trinkets.  Ms. Harrigan on the BOE declared that there was a lot of misinformation out about the program. The program also has not started yet and will not start until the rest of the teachers are trained which will be in August - so the April start date was another misrepresentation.  

Mr Pettinger did say that even though many of the teachers are doing this, to have such an overhaul without notifying the parents and asking for input was not the best. There are 2 parent advisers on the group, I do not know their names.  Mary Federico stated that she went to 2 PTO meetings to explain PBIS and brought back any concerns to the group.

At the end of the meeting, I did ask why we need it.  We have a hand book with rules. If the problem is inconsistencies, how does PBIS change this?  With problems on the buses for years, who is going to enforce it  and why is not that person doing it now?  Are they going to have cameras in the bathrooms - because the current attitude is if an adult did not see it, nothing can be done.  Are they going to change that?  I also brought up that I am tired of trying to explain why my kids can not wear flip flops to school and other children can even though it is against the rules. I also pointed out about the small knife in the second grade and the rules were not followed.  Or the child who spat on another child who was not reprimanded.  The problem is the administration does not enforce the rules so any program is destined to failure.

Other voices:
Paul Bogush
Emma Bogush, student
Valerie Knight-DiGangi
Aimee Bogush

Did we put Emma up to speaking? Was she telling the truth?

Albert Einstein said, "The aim (of education) must be the training of independently acting and thinking individuals who, however, can see in the service to the community their highest life achievement."

Paul and I are very proud of Emma for speaking at the Board of Education meeting on May 12, 2010.  

Emma wrote her own remarks, speaking her own mind - and from the start, she wanted to make a difference by participating at the Board of Education meeting.  There she stood, not yet even 12 years old, a critical thinker speaking up for what she believes in a room full of adults; not a peer in sight.  If we aren't educating children for that very act, then what -- truly-- is the point?

According to those present, there was confusion about Emma's statements.  It may have been suggested her remarks bore no merit because 6th grade does not use a ticket/token/reward/incentive program when in fact, class rewards are most definitely used in 6th grade gym, music and art. 

In addition, Emma was speaking about her experience in general with the ticket/reward program that was in place in her grade 5 class as well as the school-wide ticket program put in place sometime during her 4th or 5th grade year at BCS.  Children were "caught being good," given tickets, and then names were drawn to win prizes.  She talked about how that made her feel.

Of particular note: Emma was also speaking about the truly positive learning environments she has experienced at BCS in 4th grade and 6th grade.  And, that's the real kicker... 

She so astutely has observed that the classes she has had with the least or no rewards, were the best environments.  She clearly sees that when students work together, have a teacher who takes the time to get to know them and provides opportunities for interesting, engaging learning, and choice -- the behavior problems either do not exist or are minor enough in nature that a skilled teacher can use humor to redirect a misbehaving student. 

In choosing to get hung up on whether or not Emma's statement was accurate, it appears the wisdom she spoke was lost on this group of adults charged with educating our children.  

Emma stood up with the intention of making a difference for the younger students she'll leave behind as she graduates to Amity Middle School.  She spoke her truth, which happened to also be THE TRUTH.  You can read her remarks here.  I think Einstein would have been proud too.

Another voice from the Board of Education meeting on May 12, 2010:

Another voice from the Board of Education meeting on May 12, 2010:

My name is Paul Bogush.  On the BCS website Mr. Spino states:

Education is a community responsibility and that Communication is essential to our success, and that 

"Parents, teachers and students share responsibility for the learning process, and therefore are partners in the decision making process."

After being told in an email from Mr. Spino that a parent cannot observe their child's class and stay in school for more than 45 minutes because they will disrupt the educational process, after having my ideas and thoughts and those of other parents constantly being dismissed by teachers and administrators, and after being told last week at a PTO meeting that parents will have no say in implementing PBIS at BCS, I am very dismayed and saddened at the current atmosphere at BCS.

Tonight you will hear about PBIS from the administration and from some of the 30 teachers who brought this program to the attention of the administration.

As you listen you must not fall for the rhetoric.

You must not fall for the re-direction of your questions.

You must not fall for the trap of debating the finer points of the program instead of the big picture and core of the problem

You must dig deeper and ignore the PBIS jargon smokescreen.

Do not get stuck on debating the merits of PBIS

Do get stuck on what is creating the behaviors that we are trying to save the school from with PBIS?

Do ask whether this system of coercive behavior management will prepare our kids to be 21st century leaders, or support more of the 19th century style education that I have come accustomed to my kids receiving from BCS?

Do ask where is the student engagement?

Where are the creative projects?

Where are the inquiry units?

Where are the authentic lessons?

Where are the units that don't rely on worksheet after worksheet?

Ask what is being done to instill a life long love of learning?  Timed tests, reading logs, spelling tests, worksheet homework, and sitting a kid in chair for 6 hours a day simply is not good enough.

Do ask how did we get to this point?

And most importantly...Do ask who let us get to this point?

Good boards of education hold their staff accountable to find the source of the problem, they don't let them bring in a school changing program to mask it.  

Mrs. Federico once said, “Possessing a genuine interest and taking part in your child’s school community is imperative to his development.” I hope that my involvement can be more than just picking up the empty pieces of my children each night after they come home depleted of hope each day.  You see I do not know everything about teaching, but after two decades of teaching and and two decades of serious research and practicing almost every conceivable method and pedagogy, I can draw on valuable empirical and research based evidence in which to rely on for my conclusions.

Since my children have attended BCS my opinion has been dismissed by first year teachers, and administrators who have far, far less experience in a classroom than I do...what happens to the parent who simply loves their child, asks the right common sense questions, but is defenseless against the rhetoric they are bombarded with because they don't know the research, they don't know the meaning behind the code words and jargon, they don't know how the actions of programs play out in a classroom, but most importantly a child's heart. How many parents get walked over and convinced that new programs will turn out just fine because they don't know the research about using coercive behavioral management plans in the classroom?  How many know about the the Theory of Behaviorism that PBIS is rooted in? How many can take a look at the building and classroom plans and policies and analyze those to show that the behaviors they create are the ones that PBIS is meant to mask?   How many of you know about those things? If you don't, then you can get easily sucked into the hype and programs such as PBIS.   I worry not just about parents voices going unheard, but what about your voices.

If our voices, as parents and the ones who know our children best, are not valued is hard to imagine that our children are truly valued.

Other Voices:
Aimee Bogush
Valerie Knight-DiGangi
Emma Bogush, student 
Brian Laubstein

Another voice from the May 12, 2010 Board of Education meeting

Another voice from the May 12, 2010 Board of Education meeting:

My name is Valerie Knight-Di Gangi, and I am the parent of a second grader at BCS.  On behalf of my son, and all the sons and daughters at BCS I respectfully request the Board to reconsider the implementation of PBIS in the coming school year.

I have seen first hand the negative and adverse effects that a rewards program can have on a child who has exhibited “good behavior” in the past- to the point of trying to obtain “tickets” from others in order to receive a reward.  I believe that the majority of the students at BCS are “well behaved” and that what we need to do is to address the classroom and school community environment in order to achieve our goals.

One such way is to consider alternatives, such as the responsive classroom, which is already in place at Beecher Rd. School in Woodbridge.  Keeping children motivated and engaged throughout the day not only helps them to learn and become self starters, but truly helps those children who have behavior issues outside of the classroom.  Also allowing them more time to release pent up physical energy – whether it is simply standing and stretching in the classroom for a minute or two, or having five extra minutes of recess can have positive effects on learning and will reduce behavior problems in all areas of the school.

Rewards systems do not work.  Rather than spending our time and energy on programs that some have likened to how dogs are trained, we need to nurture our children and support our classroom teachers with programs that are both human and humane.  I urge you to consider other alternatives than PBIS, such as responsive classroom.  For the record, neither Orange nor Woodbridge is using PBIS, and both are implementing RTI.  I find it hard to believe that our children are less behaved than children in either of our sister districts and are in need a formal program to help them “behave.”  Thank you.

Here's what other speakers had to say:
Aimee Bogush
Emma Bogush, Student 
Paul Bogush 
Brian Laubstein

A student voice at the Board of Education Meeting on May 12, 2010

A student speaks at the Board of Education meeting on May 12, 2010:

My name is Emma Bogush and I am in 6^th grade. I know I will be leaving (for middle school) but I’m doing this for the good of the kids younger than me.  Thank you for letting me speak to you tonight.

I think the reward system that is part of PBIS is terrible.  We need to get rid of the ticket and reward systems.

Tickets and rewards are often given to a child who usually behaves badly and suddenly behaves well.  It makes the kids who always or mostly behave well feel bad.

When tickets were given out all over school and then you could win prizes, everyone except the kid who won the prize felt terrible.

When rewards and tickets are given out to the whole class it causes problems.   It causes problems because when you are very close to getting the prize and one kid does something (even a minor something) the teacher will take away your chance even if all the other kids are behaving.  This makes enemies kid to kid and kid to teacher.  And it makes you feel bad about yourself because it makes you start to think you did something bad because the teacher took away the prize.

Instead of tickets and rewards, have teachers talk to kids.  The classes I have with the least amount of rewards have the best behavior.  The teacher gets to know kids and knows their needs.  In classes with interaction, choice, and teachers who are ready to help there are less problems.  Teachers can also use humor to help kids behave. 

Kids behave and help others because it feels good and it helps people.  I behave and help others because it feels good and it helps people.  Giving rewards for this makes it all confusing.

Please cancel this program.  Thank you. 

Other voices from the meeting:
Aimee Bogush
Valerie Knight-DiGangi
Paul Bogush
Brian Laubstein

Board of Education Meeting 4/12/2010

Regarding last night's BOE meeting:

In addition to the Board of Education members, administrators, and PBIS committee members there were 6 parents, 1 grandparent, 1 student, and 2 teachers present at last night's meeting (note: I do not know the views of the 2 teachers or if they were in attendance due to the PBIS issue).  Of those 10 visitors, 5 adults and the 1 student spoke (for no more than the 3 minutes allotted) with deep concerns about the adoption of PBIS at BCS -- some had issue with the rewards/incentives, some had issue with the way the program had been decided upon, some had issue with the lack of leadership shown by the Board of Education.  Excellent and important points were made.  We left to get Emma home for homework and to pick up our 7 year old and get her to bed.

Later in the meeting a PBIS presentation was given.  According to those present, BOE member questions seemed to show they were not going to critically examine the program and how it came to our school and, after hearing about it for the first time at this meeting, seem willing to let it continue forth.  A board member said those who spoke out were "misinformed."  One administrator even went on to dismiss the student's remarks. 

Over the next few posts I will reprint the remarks given at the start of the meeting, beginning with mine:

My name is Aimee Bogush and I thank you for your volunteer service on behalf of the children at BCS and for the opportunity to speak regarding the PBIS program.

It is my opinion as a parent and an educator that 

• BCS doesn't need a behavior program, as much as a philosophy and leadership
• BCS doesn't need a behavior program, as much as consistency, communication, collaboration, and community among both the staff, parents and student body.
• BCS doesn't need a behavior program, as much as it needs to support its teachers and paraprofessionals in teaching and learning and growing and stretching.
• BCS doesn't need a behavior program, as much as it needs an engaging curriculum that emphasizes exploration over assessment.

Instead, BCS is taking the "easy way out" by purchasing a short-term, short-sighted, potentially damaging program. 

Tonight they'll say the teachers identified the need and brought the program to the administrators, but do not be confused -- while it may have been a teacher or two who initiated this, it was most definitely not The Teachers who still have not been told the full extent of the program.  They'll tell you they have a parent on the committee, but do not be confused -- parent concerns were never heard during the decision and design stages of bringing to BCS a program that will dramatically alter the culture of the school.  And, those critical of the program have been told we will not be heard at all.   

They'll say the vast majority of children behave properly and it's time they were recognized for it, but do not be confused -- the children who behave properly do it because it's what they do, it's what's expected, and just maybe the learning is active and engaging.  A paper paw print or a pizza party does nothing to truly recognize their efforts the way meeting the needs of the children who misbehave would.  My consistently well-behaved kid doesn't want a paw print as much as she'd like the kids in her class to behave appropriately! She doesn't want a certificate, she wants the adults to take charge of the situation and rescue the learning environment from the few students who hold it captive by truly meeting the needs of those students.  And, what about the consistently misbehaving child - PBIS uses coercion, referral forms, and peer pressure to attempt to get them in line, but it does not help them develop skills and responsibility.

They'll say the children behave inappropriately on the bus, in the hall, on the playground, in the bathroom, and in the cafeteria, and they do -- but do not be confused -- in each of these areas the situation could be improved if the adult staff created consistent expectations, made changes to the environment, developed solutions that help students raise their responsibility, and then, held themselves accountable.

They'll call the rewards, prizes, and tokens "reinforcements", but do not be confused -- they are rewards, prizes, and tokens. And, they'll explain enthusiastically about the awarding of these paws, the filling of buckets, the assemblies, the character education, but do not be confused -- studies show the use of rewards has a damaging effect on character development. 

They'll tell you PBIS is the most effective program, but do not be confused -- they did not investigate any other approach.  

They'll tell you PBIS is research based, but do not be confused -- it is based on Skinner's research that people behave like pets and long term research does not show a positive correlation between rewarding good behavior and the continuation of that behavior.  

BCS has purchased this program and is training select staff and purchasing the bells and whistles. I ask you, the BOE, to direct the school to truly identify the situation, explore alternative approaches, and design a solution that makes sense for our school -- one with the development of responsibilty rather than obedience as the goal. 

Thank you.  I have researched this issue extensively and would be happy to provide you with resources and further information.  You have my contact info.

Other Voices:
Emma Bogush, student
Valerie Knight-DiGangi
Paul Bogush
Brian Laubstein

REPOST: Beecher uses Responsive Classroom and they are in good company...

I repeat...our neighbor, Beecher Road School, uses Responsive Classroom -- an approach Bethany Community School did not even consider in their haste to adopt PBIS.  But it's not too late...let's take a look at Responsive Classroom especially since Beecher students COMBINE with Bethany Community School students to attend Amity Middle School together.  Here is the parent info on Beecher's website regarding Responsive Classroom.  And, Responsive Classroom can be used with PBIS instead of the rewards/incentives/tokens.  The Responsive Classroom site has a 2-page fact sheet and an 9-page white paper on combining their approach with PBIS.

Beecher is in good company.  Quinnipiac University trains prospective teachers in Responsive Classroom in their educator preparation classes, and below is information on a handful of the many Connecticut schools using Responsive Classroom school-wide:

• Branchville Elementary School in Ridgefield, CT uses Responsive Classroom.  Follow these links for a newspaper article about their decision and to their school's site.
• A study was done at K.T. Murphy School in Stamford, Connecticut demonstrating Responsive Classroom has a positive impact on the social skills and behaviors of those at the school.  The abstract can be found here and the entire paper here.
• Hurlbutt Elementary in Weston, CT uses Responsive Classroom.
• Highcrest Elementary in Wethersfield, CT uses Responsive Classroom.
• Chase Collegiate School a private school in Waterbury, CT uses Responsive Classroom.
• Canton Intermediate School in Canton, CT uses Responsive Classroom.
• Broadbrook Elementary School, in Broadbrook, CT uses Responsive Classroom.
• The Master's School a private school in Simsbury, CT uses Responsive Classroom.

The following information is excerpted from the Responsive Classroom website by Donna Scanlon, Assistant Superintendent for the Hampden-Wilbraham Regional School District in Massachusetts:

Seven principles guide the Responsive Classroom approach:

1.The social curriculum is as important as the academic curriculum.

2.How children learn is as important as what they learn: Process and content go hand in hand.

3.The greatest cognitive growth occurs through social interaction.

4.To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control.

5.Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.

6.Knowing the families of the children we teach and working with them as partners is essential to children's education.

7.How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.

At the heart of the Responsive Classroom approach are ten classroom practices:

1.Morning Meeting - gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead

2.Rule Creation - helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals

3.Interactive Modeling - teaching children to notice and internalize expected behaviors through a unique modeling technique

4.Positive Teacher Language - using words and tone as a tool to promote children's active learning, sense of community, and self-discipline

5.Logical Consequences - responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity

6.Guided Discovery - introducing classroom materials using a format that encourages independence, creativity, and responsibility

7.Academic Choice - increasing student learning by allowing students teacher-structured choices in their work

8.Classroom Organization - setting up the physical room in ways that encourage students' independence, cooperation, and productivity

9.Working with Families - creating avenues for hearing parents' insights and helping them understand the school's teaching approaches

10.Collaborative Problem Solving - using conferencing, role playing, and other strategies to resolve problems with students

Schools implementing the Responsive Classroom approach schoolwide typically adopt the following practices:

•Aligning policies and procedures with Responsive Classroom philosophy - making sure everything from the lunch routine to the discipline policy enhances the self-management skills that children are learning through the Responsive Classroom approach;

•Allocating resources to support Responsive Classroom implementation - using time, money, space, and personnel to support staff in learning and using the Responsive Classroom approach;

•Planning all-school activities to build a sense of community - giving all of the school's children and staff opportunities to learn about and from each other through activities such as all-school meetings, cross-age recess or lunch, buddy classrooms, and cross-age book clubs;

•Welcoming families and the community as partners - involving family and community members in the children's education by maintaining two-way communication, inviting parents and others to visit and volunteer, and offering family activities;

•Organizing the physical environment to set a tone of learning - making sure, for example, that schoolwide rules are posted prominently, displays emphasize student work, and all school spaces are welcoming, clean, and orderly.

COME to the Board of Education meeting on Wednesday, May 12th, at 6:30pm in the BCS library.  Let the BOE members hear your concerns with the full-blown rewards/incentives/tokens being proposed.  Ask the BOE to direct the school to further investigate alternatives such as Responsive Classroom.

Update on PTO meeting held 4/9/2010

(Photo by flickr4jazz)

Two teachers receiving professional development were scheduled to present to the PTO.  Mrs. Federico and Mrs. Spagnoletti attended in their places.  It was stated the teachers could not arrange coverage for their classes.

Important points:

1. Unfortunately, the decision to use PBIS at BCS has already been made (without a careful examination of alternatives).
2. However, it is still unknown how BCS will implement the program and this is where we need to be vocal.  I believe we can still alter the path here, have a say in how PBIS at BCS is developed, and prevent a school-wide reward/ticket/token incentive system.
3. It seems clear parental involvement will not be invited during the critical planning stages of how this program will be implemented at BCS and we will have to work hard to ensure we have a say. 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here is MY take on things to the best of my memory and with my opinion throughout:

Goals identified by Mrs. Federico and Mrs. Spagnoletti at the meeting:

• Improve consistency of behavioral expectations building-wide
• Improve consistency in school responses to behavior issues
• Have a system for record-keeping of children's behavior issues
• Address behaviors in cafeteria, playground, bus, bathrooms

(I am thrilled these issues have been identified and a discussion is taking place.)

Behavioral expectation matrices have been developed and reporting forms have been created.  These were shown to those present.  Data will be used to track student infractions and can be examined by grade, location, date, time, etc and will remain in child's record from year to year.  Punitive measures are clearly articulated.  Unclear is any response other than punishment to address the needs of the child - discuss what happened, identify triggers, show the child he/she has choices and guide him/her to making a different choice next time.  I would want to be sure this is part of the procedure otherwise where is the learning?  I suggested being sure it is not only the child and his/her behavior being examined, but also the classroom environment -- including issues both environmental (i.e. arrangement of furniture) and instructional (i.e. are lessons engaging, developmentally appropriate, taking into account good practice about how learners learn).  Oftentimes small changes in the classroom -physically and instructionally can alleviate a vast number of behavioral issues (the same holds true for the lunchroom, bus, bathroom, and hallway procedures).

It was stated that members of the discipline committee have visited other schools using PBIS.  Mrs. Federico said the teachers who recently visited a school in Hebron reported it works beautifully.   She described an instance in which a child behaved courteously and politely and then was immediately handed a token by an adult.  (Beautiful? You decide.  I think it is creepy.)  I asked Mrs. Federico to be sure and research the schools that have decided to stop using PBIS and find out why.

It was stated that 80% of BCS students have no behavioral issues and 10% are disruptive (not my math).  A question was raised about why we would institute a blanket, building-wide system of incentives/rewards/character development, etc aimed at addressing the behavior of 100% of the students when 80% of students have no issues and only 10% are disruptive.   If an answer was given, I can't remember it.  

Again, it was stated PBIS, as designed, is a token system - tickets/tokens are given to children who are caught being good.  Much discussion followed regarding the use of ticket/token systems.  I stated many teachers at BCS use ticket systems and behavior charts in their classrooms and yet, according to what we see and are told, as soon as the ticket giving teacher is out of sight, i.e. in the bathrooms, cafeteria, on the bus, and in the hallways disruptive behavior occurs.  We have our own data and research right there: tickets do not promote responsibility.  I argued more tickets is not the answer.  I stated OUR responsibility to the children at BCS goes beyond just the years they attend the school -- it extends to their whole lives -- and a ticket system hinders that.  A PTO member stated how she sees this playing out in her business.  Young new hires are expecting to be rewarded and provided incentives for DOING THEIR WORK and performing the most basic tasks!  Tickets/rewards/incentives create a "what are you going to give me?" climate.

PBIS does not have to incorporate tickets/tokens/rewards.  We can use the data portion only (which we have already bought).  We can combine it with other strategies such as Responsive Classroom, Collaborative Problem Solving, Raise Responsibility, or Quality Schools.  I see this as our goal now -- to ensure the ticket/token/reward system is not implemented and these other strategies further investigated (some of which are already being utilized in non-ticket/non-coercive BCS classrooms).

Mrs. Spagnoletti stated children need motivation in the form of rewards/tickets/incentives.  However, research does not show this to be true in the long term or for meaningful tasks.  In fact, research shows that rewards/tickets/incentives DO HARM to human motivation.  I would urge you to watch Dan Pink describe the surprising science of human motivation.  He describes the effect of incentives in the workplace, but it applies to us all.  If you can't watch it, the text of his talk is here.  PTO members shared some of their own stories of how tickets/rewards/incentives have not increased their child's motivation, but have proven problematic.  The negative effects of the "Student of the Month" program were discussed.

I noted there are classrooms at BCS that do not use ticket systems and behavior charts and in these classrooms the children are highly motivated.  They are engaged in their learning, committed to their classroom community, and they behave well.  Let's look closer at what goes on in these rooms and expand it in the rest of the building.  I suggested we do not need an external system, but rather we need to examine our own solutions.  

Mrs. Federico explained discussions need to take place with the bus drivers, cafeteria staff,  and paraprofessionals (who are responsible for the children at lunch, at recess, and often in the hallways) to make BCS behavioral expectations clear and share solutions to the behavior problems that arise in these settings.  Solutions such as: 

• enforce that paraprofessionals supervise children appropriately at recess, 
• ensure bus drivers assign (and enforce) seats on their buses, and 
• make improvements in the overall lunch experience to promote students behaving well

I noted all of these concerns expressed were concerns about the behavior of some of the PAID ADULT STAFF and yet we are adopting a global behavior system aimed at the children.  It seems we already have solutions to these problems, we just need to implement and enforce them among the PAID ADULT STAFF.

Mrs. Federico indicated it is unknown how PBIS will be fully implemented at BCS.  The members of the discipline committee are still learning about the program and have not attended all of the trainings yet.  The school has decided to utilize the program, but is still unclear, beyond the data piece, as to how it will be utilized.  While this is hard to defend -- committing to a program without a clear understanding of how it will be implemented -- I think in the end this is the only hope our students and teachers have.  What parts of PBIS to implement and how to do so are still undecided -- this is the place we can have some impact, but only if we speak up!  Again, I don't see us being invited to the table -- if we want a seat, we'll need to work for it!

I asked Mrs. Federico if the majority of teachers were aware of the ticket/reward/incentive module of PBIS.  I was told they are not.  I asked if they have been asked for their input as to the specifics of how PBIS will be implemented at BCS.  I was told they have not.  So, those of us who are speaking up -- understand...we are doing this as much for our children as we are for the teachers.  The vast majority of BCS teachers do not know what PBIS might mean for them and their students.  We need to get them the information.  The teachers that do know and do not want it are in a difficult position.  We need to be their voice.

I asked Mrs. Federico if she would commit to involving parents in the designing stages of this process.  She said she would gladly keep us posted on what is decided.  I restated my question, emphasizing that my request is for parents to be a part of the DESIGN and DEVELOPMENT stage of how PBIS will be implemented and I was not encouraged by her response.  I urged the PTO to make a formal recommendation to the BCS administration and discipline committee that parental participation/input be part of the DESIGNING STAGES of how PBIS will be implemented at BCS.  Specifically, we do not want only reports on what has been decided -- we want to be part of the decision process before it's too late.

I urge you to speak up!

I have been told countless stories by parents of the negative effects the current use of tickets/rewards/incentives at BCS has had on their child.  I urge you to share your stories with other parents, with teachers, with the BOE, with Mrs. Federico, and with Mr. Connellan.  And, do it quickly!  If you would like to share your story with me and/or have your story posted here, please email me at ipeatbcs@gmail.com.

Some parents are upset the PBIS presentation was given at a meeting during the day - a time when many of them are working and could not attend.  This was addressed and Mrs. Federico (and possibly Mrs. Spagnoletti) agreed to present at the next PTO meeting, 7pm Tuesday, May 4th in the BCS library.

An email I sent to several parents and teachers urging them to examine the choice of bringing PBIS to BCS

(photo by afsilva)

After much internal debate, I have decided to send this...

As you may know, there will be a presentation at tomorrow's PTO meeting about PBIS (Positive Behavior Intervention & Supports) at 9am in the teacher's lounge.  I have done some research and come to my own conclusion about PBIS.  I now need more information about how it will be implemented at BCS and will be at the meeting.  I am writing to share with you some of what I've found, encourage you to ask questions, and to come to your own conclusions. 

I wholeheartedly agree that something needs to be done, a conversation take place, a plan be developed to address some behavioral issues at BCS.  My children have come home many days frustrated and stressed from being in situations where children were misbehaving.  Fixing these issues is a very valid goal and I support that.  I am absolutely thrilled to see movement taking place toward finding a solution.  However, based on my research, I do not believe PBIS is the answer.  I strongly urge you to examine and clearly understand what PBIS is and how it is implemented in schools. Maybe I need more information, but what I see so far really is what Alfie Kohn says: PBIS=TKLP (Treating Kids Like Pets).  

Many of you know I believe giving rewards for expected behavior is counterproductive to promoting responsibility - you've heard me go on about it.  A major tenet of PBIS is the systemic use of these types of rewards and incentives -- tickets, getting caught for being good certificates, and 'shopping' in the good behavior store are often used very heavily in this program.  Please ask - will this be true at BCS?  

It is important to know, there are very successful classrooms at BCS that do not use tickets, incentives, or behavior charts.  In these classrooms, the curriculum is made to be engaging and the children are cooperative, well-behaved, and participating positively in their community of learners.  These students are rising to the challenge their teachers provide, they are treated with respect and they respond accordingly.  It is possible.  It is happening.  Children who have previously had issues are now responding, behaving, learning and contributing to their class as a whole.  Let's take a closer look at what is occurring in these non-incentive/non-coercive- based classrooms right here in our building.  Please ask about the wonderful learning environments in these rooms and ask how can we support and encourage this practice building-wide instead of adopting a new, "external" incentive/coercion program?  Ask the committee considering PBIS to have that discussion.

If we must look outside BCS for answers, there are many philosophies and program options to help a school develop a more positive culture in which behavior issues are reduced while  those that occur are addressed without using tickets/rewards/incentives/ certificates.  Please ask - is a thoughtful examination of the alternatives to PBIS being undertaken?  Specifically, has the committee considering PBIS looked at Collaborative Problem Solving, Responsive Classroom, Quality Schools, Raise Responsibility/Discipline without Stress and ruled these out?  Please ask - have members of the committee read books such as Beyond Discipline -From Compliance to Community (review here) and Punished by Rewards before deciding upon PBIS?  Are we really ready to adopt this program?

Lastly, please ask - do the teachers in the building fully understand what PBIS is and have they been asked for their input on solving the issues needing attention?

I hope to see you in the teacher's lounge tomorrow morning at 9am.  If you cannot attend the meeting, please consider calling (203-393-3350) or  emailing Mrs. Federico with your questions.

I sincerely thank you for your time and consideration.  If you want more, here is a link to another parent's letter to her school board regarding PBIS.

Aimee Cotton Bogush