PBS and Academic Achievement (continued)

Researchers have discovered that school engagement is critical to such achievement (Sinclair, Hurley, Evelo, Christensen, & Thurlow, 2002; Walker, Ramsey, & Gresham, 2004). School engagement includes activities such as attending school consistently, participation in school activities,and sharing similar standards with peers and educators (Sinclair et al., 2002; Walker et al., 2004). If students successfully engage in the school system they will feel a sense of belonging. A sense of belonging is a strong indicator that students will progress in their academic pursuits and ultimately contribute in meaningful ways to society (Sinclair et al., 2002; Walker et al., 2004). Schools are in an ideal position to offer opportunities that promote successful school engagement for students. It is often through these opportunities that social competence is developed and academic success is fostered. Empirical evidence suggests that improved academic performance is more likely to occur within a behaviorally productive environment (Horner, 2004). A behaviorally productive environment is one in which acceptable social behavior is clearly defined, overtly taught, and openly acknowledged (Horner, 2004). Positive Behavior Support (PBS) models can produce this type of an environment by promoting the adoption of common expectations, a common language and a common set of experiences in relation to behavior among school staff and students (Horner, 2004). The continuum of PBS is implemented across four distinct, but interrelated areas, i.e., school-wide, non-classroom, classroom, and individual (Lewis & Sugai, 1999). Such experiences should include: encouraging the appropriate use of social skills, teaching behavioral expectations directly, and acknowledging appropriate prosocial behavior (Young and Marchant, 2002). As schools continue to be under pressure to raise their academic standards, empirical evidence indicates that PBS strategies can contribute significantly to academic achievement and social competence in children and youth (Horner, 2004). [Reprinted from Utah Special Educator, November 2004]   (Back to top)

Secondary Progress (continued)

We also have a student Peace Committee at each school that works toward involving students in planning and carrying out activities that involve students in creating a positive school environment. Each school also has a faculty planning committee to develop social skill lessons and develop other meaningful activities. This year, the BYU team has stepped back to let the school-based teams lead out with important initiatives. Each team has done a wonderful job in creating projects that reflect the unique needs of their students and teachers. Working with these school teams has been a wonderful learning experience. We appreciate the privilege of working with such fine educators.

The other major focus of Peaceable Schools at the secondary level is the Achievement Plus class, for students who have been identified as at-risk for social, emotional, or behavioral concerns. Achievement Plus is a year-long course that lasts one class period and focuses on intense social skill instruction and practice. Emotional resiliency, self-management, and academic strategies also are targeted in the curriculum. Becky McGinnis and Kaycee Roberts have taught the class this year and their efforts are most appreciated.

Implementing the Peaceable Schools paradigm in a secondary setting provides distinct challenges and rewards. The developmental needs of students during the early adolescent years bring a different flavor to the process. We look forward to another year to provide us with more opportunities to learn and develop best practices in meeting the needs of adolescent students. We express appreciation to all students, teachers, parents, and administrators who are creating more knowledge about the process. (Back to top)

National Interest in Peaceable Schools  (continued)

Second, the results of analyses of the Indicators of School Quality (the teacher, parent, and student rating scale completed every spring) suggest that overall the Nebo District PS school-wide intervention efforts (teaching and reinforcing social skills, using praise statements and notes to students, etc.) are improving raters perceptions of these schools. We are encouraged by these results and look forward to continuing our collaborative work with students, teachers and administrators in the coming year. If you are interested in copies of specific research reports having to do with your school, feel free to contact the research coordinator Dr. Paul Caldarella at 377-0560. (Back to top)

Spanish Oaks Students Design Responsibility Posters

    In order to help students really think about how they accept responsibility for their actions and focus the entire school on this effort, Principal RaShel Tingey and the School Community Council sponsored a poster display. The results were wonderful representations by every classroom.The pictures below are a sample of the fine work and great ideas.

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Rees Incorportates Arts Grant, "Don't Laugh at Me" Into Peaceable Schools

Claudia Jex

     At Rees Elementary we have spent the year focusing on respect and the Golden Rule. This has been addressed in several ways. The theme came about as we planned for our Artists in Residence. We are able to have artists come through our art grants we have received.  The artists focused on this theme as they taught music, theater, visual arts, poetry, and book making. The students learned the Golden Rule as well as learning art forms.Art nights took place with children presenting to their parents the art forms related to the Golden Rule and respect.

      Teachers were able to brainstorm with students in the classroom as to what respect looks like, sounds like, feels like and is to them. These posters were placed outside classroom doors and have been up for most ot the school year. Teachers have been asked every three months to pick respectful students from their rooms to be spotlighted in our respect hall. These students are announced in an assembly or over the intercom and recieve a certificate and respect ribbon. We have watched the respect grow at Rees Elementary as well as watched more eagles spread throught eh hall with respectful student pictures on them. The eagle is our mascot and we are flying high with respect.

     Teachers have also been trained by our staff developer and school psychologist in the "Don't Laugh at Me" program. Lessons and materials needed are presented to them in staff development meeting or faculty meetings. They, in turn, are able to take these lessons to the classroom and present them to their students. We have focused on the first three lessons dealing with feelings everyone has and how to deal with them; how what we say and do affects others; and ways to deal with our feelings that lead to a respectful atmosphere at school, home and in the community. The lessons being given are: "The Torn Heart", "Feelings Rainbow", and "Peace Place". As teachers, we created our own feelings rainbow and put it up in the library for students to see as they created their own feelings rainbow for their classroom or the hall. Teachers and students have commented on how these have helped.

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A+ Teachers Present at Conference

     March 23-25, Kaycee Roberts and Becky McGinnis, the Achievement Plus teachers at Payson Middle School and Springville Junior High, presented a poster at the Third International Conference on Positive Behavior Support in Reno, NV, entitled, “Achievement Plus Class- Intervention for Students who are At-Risk for Emotional and/or Behavioral Disorders.” Achievement Plus is an elective class designed to work with secondary school students who are at-risk for emotional/behavioral disorders. Using research validated practices, students are taught social skills, self-management skills, emotional resiliency skills and learning strategies.  The intent is to provide students with a repertoire of appropriate behaviors enabling them to participate successfully in a broad range of family, school, and community settings.

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Rob Horner, from the University of Oregon, and George Sugai, from the University of Connecticut, discussed Individual Student Intervention within school-wide PBS. They shared the following ideas:

• Focus should be on prevention rather than reaction
• Good behavior plans should identify the smallest thing that will create the biggest change
• Behavior support is the redesign of environments, not the redesign of individuals
• Always examine environmental stimuli that are associated with occurrence of behaviors (ex: persons, activities, routines, materials, events).

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Poster Presentations at Psychology Conference

Karen Gochnour & Ellie Young

Young, E. L., Wesson, B. Gochnour, K. (2006). Second Year Results from a School-Wide Screening of Students with Behavioral and Emotional Concerns. National Association of School Psychologists. Poster presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.

This poster summarized the data analysis of the SSBD in secondary schools. Several practitioners stopped by to see how the SSBD could be used as a screening tool at the secondary level. We had a steady stream of people asking questions about our findings and what variables we used.  Our research team did an excellent job of putting together the results so we could share the findings.  The results seemed to have application for the practitioners who were looking for screeners or who had used the SSBD on younger populations. 

Young, E. L., Pieper, R. Wesson, B. (Gochnour, K. unlisted) (2006). Praise Notes: As Part of Social Skill Instruction. Presentation. National Association of School Psychologists. Poster presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.

This presentation involved sharing the experience of Peaceable Schools in using written praise at the school wide level.  We discussed anecdotal data as well as statistical data.  Our findings were considered preliminary, but there appears to be some gender related significance.  For example, male teachers are slightly more likely to give praise notes to male students and female teachers are more likely to give them to female students.  We shared research on praise, most importantly that specific, immediate praise is the most beneficial.  We also shared experiential components such as goal setting for the teachers.  One suggestion from an audience member was to wear the praise note on a lanyard, to make it more visual.  Other ideas were to include the praise notes in a student portfolio.  It was a good exercise in sharing school wide PBS ideas. (back to top)