School Wide Positive Behavior Support Program

Ernie Adkins
Assistant Principal
Princeton Middle School

The project team designed and implemented a positive behavior support (PBS) program to reduce student misbehavior. Students were rewarded with “Tiger Bucks”—token money named in honor of the school mascot—for behavior considered above and beyond the expected, such as kind and respectful actions, academic improvement, and good attendance. The students could spend their “bucks” at the school concession store, on a quarterly program, or on an activity.

The achievement target was a 10 percent reduction in student discipline. The program’s implementation coincided with a 19 percent reduction in student discipline—9 percentage points above the target goal. There was, however, a slight increase in out-of-school suspensions. The project seemed to have a stronger impact on actions punishable by detentions or in-school suspensions as opposed to more severe infractions, such as profanity and fighting. An unintended consequence was conflict among teachers for either not issuing or over-issuing Tiger Bucks. Another problem was students begging, stealing, or borrowing Tiger Bucks from their peers; due to this situation, students were prohibited from spending money without their names on it.

Action Research

Nancy Borowski
Assistant Principal
Milton Elementary School

The project team tried to decrease the number of at-risk students, as classified by DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessments, by focusing on specific reading/decoding skills. While regular classroom teachers continued with guided reading instruction, response to intervention (RtI) and special education (SE) teachers followed the Recipe for Reading curriculum. The RtI and SE teachers worked with the students for 30 minutes at a time in small groups; some at-risk children received up to 60 minutes of direct instruction. The some-risk students received classroom instruction, while at-risk students were pulled out for small group instruction.

The results showed significant improvements in several areas in different grade levels. Some areas did not work. Not every category or grade level decreased by 10 percent—the project goal—in the at-risk group. This is due to multiple reasons. School systems must remember that assessments are subjective and not standardized. Seasoned classroom teachers may resist the extra work, time, and paperwork associated with required assessment techniques, such as DIBELS. It is very important to introduce these best practices in the right way so classroom teachers and specialty staff work in sync.

Credit Recovery

Linda Burgess
Assistant Principal
Chapmanville High School

The project team (1) researched credit recovery as a concept and practical option, (2) developed a credit-recovery program that meets the high school’s specific needs, and (3) implemented a pilot program. The broad goal was to lay the groundwork to increase in the graduation rate and decrease the dropout rate. The achievement target was to give all ninth graders who had failed a semester of language arts or math a chance to recoup credit. Targeted students had to master all failed content area CSOs. Based on the idea of multiple intelligences, instructors used various teaching strategies: hands-on activities, small group instruction, and learning profiles. Instructors also made the final decision as to whether mastery had been achieved. Where mastery was achieved, a student’s "F" was changed to a "D."  Participation was voluntary, but attendance at credit-recovery instruction was absolutely necessary. 

Proof of the program’s success was the high number of students who stayed until the end and gained credits. As of March 30, 2007, 76 percent of the students who signed up for the program regained credits in language arts and math. There also was a positive change in some students’ attitudes.

Eat, Drink, and Behave

Mike DeRose
Assistant Principal
VanDevender Junior High

The problem: How do you occupy 120 eighth graders after they have finished eating and dumped their trays with time still remaining on a 45-minute lunch? This action-research program adjusted the schedule to place recess just before lunch, eliminating the free time. This was a radical change from years and years of routine.

The research team compared behavior patterns before and after this change. The study shows that office referrals decreased slightly during the lunch period and drastically in the periods after lunch. The number of detentions also dropped. As an added benefit, the increased physical activities before lunch resulted in the students eating better.

Improving Reading Scores by Focusing on Fluency

Tammy Dill
Assistant Principal
Winfield Elementary School

The project goal was for students to achieve mastery or beyond of core curriculum; the objective was to increase the percentage of third-grade students scoring at the above mastery and distinguished levels in reading/language arts. The team implemented a three-tier model for reading, used DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and Phonics Screener for Intervention, and incorporated research-based reading activities into the classroom. Students who did not need interventions received enrichment activities, such as book studies.

Progress monitoring indicates improvement for some students, with a general decrease in the number referred for further diagnostic testing. Team members also reported an increase in student confidence during reading instruction and a decrease in discipline problems during instruction as a result of the interventions. A commonly expressed concern was that the interventions needed to be specific to each child.

Co-Teaching That Works

Deidre Farley
Principal
Kenova Elementary School

The team attempted to raise reading/language arts scores and improve reading skills in a selected group of special needs fifth graders using a co-teaching method that had proven successful with the school’s special needs math students. The team implemented numerous strategies, including the intermediate phonics program “Rewards,” small groups and literature circles, peer and share groups, cooperative learning and independent reading times, and whole-group instruction.

All the strategies showed positive results. Teacher observations indicated the most significant increases were in reading skills; former nonreaders can now read. The regular education teacher and special education teacher stated that the most significant increases in reading skills resulted from the “Rewards” program.

Differentiated Instruction

Patricia Farruggia
Assistant Principal
DuPont Middle School

This project implemented differentiated instruction as a regular part of classroom instruction, initially with reading, writing, and grammar. The team used several strategies to improve performance, such as varied texts, journal prompts, supplemental materials, tiered lessons, small-group instruction, and group investigations.

Research shows the differentiated instruction had a significant impact on student achievement. Gearing learning to students’ needs, interests, and readiness increased the likelihood they would complete assignments—which were geared toward their abilities. Another consequence was a consistent rise in special education students’ scores. In addition, minority students’ scores also were elevated—consistently in the 90th percentile.

Can a School Wide Discipline Program Really Change Students’ Attitude and Behavior?

Edwin Fauber
Principal
Sharon Dawes Elementary

The team implemented the Being A Responsible Student (BEARS) program to demonstrate to students positive consequences for being responsible. Students were given clips for violations and stars for completed homework and class work and positive behavior. Five clips amounted to a pink slip; five or more pink slips meant the student could not participate in monthly rewards, such as extra gym time or board games. Students could use stars to buy back unwanted pink slips. All students with less than five pink slips could take part in the monthly reward activity. Students denied participation in the monthly reward were instructed on acceptable and proper work habits.
There was a steady increase in the number of students participating in the monthly reward activity. One problem was that a number of the same students repeatedly were denied participation in the monthly reward due to their behavior. To address this issue, the school counselor will work with these students individually and emphasize good behavior and responsibility.

Increase Reading Comprehension in Third Grade

Judith Johnson
Assistant Principal
Jefferson Elementary Center

The project goal was to increase the percentage of comprehension-related questions answered correctly and the number of students reading at grade level. The team provided comprehension lessons through read-aloud sessions and documented the lesson plans submitted to the school administrators. In preparation, the third-grade teachers received professional development by the county Title I reading specialist—using Anne Goudvis’s Comprehension Toolkit—and embedded professional development through a consultant from the West Virginia reading cadre and Wood County Title I literacy coaches. The teachers also received comprehension read-aloud lessons and accompanying books.

The project’s full impact cannot be measured until WESTEST data are available; however, based on the Wood County interim assessments and STAR reading, the impact of the comprehension strategies appears to be minimal. The first two Wood County interim assessments demonstrated needs for more direct instruction and more time devoted to comprehension lessons. The second interim assessment showed a decline in percentages on comprehension-related CSOs. Although numerous factors affected this result, two teachers felt that more comprehension-lesson activities would aid students’ understanding of the text.

Cooperative Teaching Models

Carrie Lacy
Assistant Principal
North Elementary School

The project goal was to serve special education students through cooperative teaching—the least restrictive environment possible—while meeting their individual needs. The research team assessed the students’ success rates and strived to determine if their needs had been adequately met, if not exceeded, in a regular education classroom as opposed to a pull-out instructional option. The objectives included (1) creating collaborative lessons that encompass various techniques and means of presentation and (2) providing accommodations for individual differences without ability grouping in the classroom.

The project achievement targets were exceeded. Work samples, student performance, and teacher and student responses indicated that cooperative teaching was very beneficial. Various assessment strategies demonstrated the benefits of student opportunities in regular education classrooms. In a majority of cases, special education students performed only slightly lower than their regular education peers—and on average in some areas. 

Moving Reading Instruction from Whole-Group Basal to Small-Group Differentiated Instruction

Esther Lauderman
Assistant Principal
Williamstown Elementary School

This project examined professional development methods that might cause teachers to move reading instruction from a whole-group basal method to a small-group differentiated approach. The ultimate goal was to increase reading levels for all students. The team implemented multiple forms of staff development for all K-6 teachers in differentiated instruction in reading. The training included five half-day book-study sessions with district teacher coaches. The teachers also visited the classrooms of other teachers who use small-group differentiated instruction in reading.

The research clearly showed the effectiveness of a long-term multiple-approach program, with much follow-up assistance. It is important to develop collegiality and maintain consensus regarding the driving vision. Although the book-study staff development was popular, the biggest obstacle was time; teachers pleaded for more time for professional development and to observe other teachers.

Implementation of the Lucy Calkins’s Units of Study for Elementary School Writing

Cheryl Mills
Teaching Principal
Danese Elementary School

The project focused on improving students’ written expression skills and interest in writing—areas of weakness as identified by WESTEST data. The team identified key problems, including a lack of confidence on the part of teachers and a lack of writing topics by students. To address these issues, the literacy coach and Title I staff implemented Lucy Calkins’s Units of Study for Elementary School Writing, a scripted writing program for K-2. Teachers also participated in monthly book-study meetings for teachers, collaborated more frequently, and worked with authors at in-service sessions. In addition, student writings were posted on bulletin boards and featured in the school newsletter. At the end of the project, various student writings were showcased at Tamarack in Beckley.

Targeted students from each K-2 classroom were assessed throughout the project. Based upon Calkins’s scoring rubric, poor writers made the most gains, with all achieving as well as the good writers by the end of March 2007. The lowest-achieving kindergarten writer, who began the year writing only the first letter of each word with his picture, wrote sentences just like his classmates. As the project progressed, the county office began a heavy emphasis on writing across the curriculum, which had a positive impact on the project.

Increase Reading Skills

Mary Perry
Assistant Principal
Crum Elementary School

The project goal was to improve fifth-grade WESTEST reading scores, which were six percent below the county average. The WESTEST data indicated reading comprehension was a key weakness. The team implemented student assessments (I-Know and Star Reading) and co-teaching to provide students with additional small-group instruction. The teachers utilized content standards and objectives to incorporate the Accelerated Reader Program and created differentiated reading activities to reach students at all learning levels.

The assessments showed an 80 percent overall increase in reading. Both the teacher and co-teacher worked cooperatively to increase time on task. The results from STAR testing allowed the teachers to group students more carefully and help select library books. As an added benefit, it was apparent the students better-appreciated novels they were allowed to choose.

Working to Improve Basic Math Skills

Erica Propst
Assistant Principal
Mill Creek Intermediate School

This project focused on improving math scores among fourth graders, who had tested poorly on the third-grade WESTEST math assessments. All efforts were centered on remediation via a multifaceted plan. The first component was an intense math tutoring session, targeting students whose WESTEST scores were right at or below mastery. Another part of the plan was to identify various skill deficiencies and identify materials and ideas to improve them. The team also set aside time for teachers to share best practices and made an effort to include parents more consistently.

Project data showed that the targeted students achieved great success overall. There was a 13 percent increase from pre- to post-test scores.  When the tutoring session ended, the teachers continued to work with all students similarly. Many began small-group instruction and worked to individualize math instruction to meet the needs of all students. Small-group math instruction is now present in almost every fourth-grade class, and peer tutors are used in every classroom.

Early Intervention of Local and State Laws on Overall Behavior

Michael Rash
Assistant Principal
Wayne Middle School

This project used a two-pronged approach to improve discipline through early intervention strategies and implementation of teams. The focus principally was on special education students. The primary goal was to educate teachers on state and federal laws regarding special education students due to the numerous legal time frames and procedural rules that pertain to this group. In addition, teachers were brought together to share strategies for dealing with special education students in regular education classrooms.

During the year, the overall number of suspensions did not decrease from the previous year; however, the number of suspensions of special needs students dropped significantly. Another positive sign was an increase in students placed in alternative schools under safe-schools violations. This is attributed to taking proper steps and procedures prior to referrals.

Response to Intervention (RtI) Implementation

Craig A. Schmidl
Principal
Valley Elementary School

This project strived to improve student reading abilities by implementing the response to intervention (RtI) three-tiered reading model. The achievement targets were to increase the number of K-3 students who performed at or above benchmark on DIBELS (Dynamic Indicators of Basic Early Literacy Skills). Based on these assessments, students were placed into tiered groupings. The data also helped determine the various instructional strategies interventionists used to address student needs.

The strategies in the RtI project generally had a positive impact on students’ reading skills. Based on project data, the team periodically reshuffled students among the tiered reading groups to address student needs and hopefully improve reading skills. The data also influenced instructional strategies and focus to better address student needs and weaknesses.

Implementation of a School-Wide Positive Behavior Support System

Michelle Settle
Principal
Marmet Elementary School

The research team implemented a school-wide positive behavior support (PBS) system to improve student behavior and increase student time on task. The project trained teachers and staff in PBS, established and maintained school-wide rules and procedures, tracked student behavior regularly, used the data to identify problem areas, and developed a PBS committee to help analyze data and devise ways to correct problem behaviors. In addition, teachers rewarded students daily for meeting the behavior criteria and hosting monthly reward parties.

There was a vast improvement in school-wide behavior, but some areas, such as student fighting, remains a concern. The team will work with the guidance counselor to develop a school-wide “getting along” theme. The counselor will also incorporate more conflict resolution into the weekly guidance sessions. Another area of concern is the restrooms, where a large majority of offenses occur. One possible solution is to have scheduled bathroom breaks—with a teacher posted outside the restroom to monitor behavior—or allow only one child in the restroom at a time. Lastly, the team will institute a special reward for the class earning the highest percentage of points throughout the year. This friendly competition among classrooms hopefully will motivate everyone to try even harder.

The Impact of Common Planning on Reading Language Arts

Sandra Sheatsley
Principal
Beckley Elementary School

This project used common planning to improve reading/language arts scores as measured by benchmark assessments and WESTEST. Based on WESTEST, the school’s biggest reading deficit fell in higher-level thinking questions, such as drawing conclusions and inferences; there also were deficits in writing mechanics. Fourth- and fifth-grade teachers were allowed common planning time to analyze weaknesses in reading language arts. They identified, employed, and assessed the resulting classroom strategies.

Benchmark assessments showed an overall increase in proficiency for third- through fifth-grade students. The STAR reading assessment showed a 10 percentile gain in comprehension. Teachers observed that students had trouble understanding formal written instructions, had low vocabulary skills, and lacked background knowledge. The team researched several other conclusions. Students need to be taught specific skills to read and follow directions. Teachers should realize that students may not follow oral directions due to low vocabulary knowledge. In reading lessons, teachers should begin by teaching students basic vocabulary and building background knowledge related to the text.

Reducing Tardies Using Student Retraining

John Shimp
Assistant Principal
Lincoln County High School

This project tried to reduce the number of student tardies based on the Respect and Protect program. The first week of school, students were trained during the first period regarding desired behavior and actions, with follow-ups throughout the day. The staff used behavior information forms (BIF) to request retraining if the student was tardy three times. Retraining took place during the first 15 minutes of the student's lunch period. The goal was to increase instruction time and reduce interruptions by decreasing tardiness.
Data indicated that tardiness was reduced by more than the 70 percent target. However, several events suggest the data is not indicative of the actual outcome. All staff members did not see the BIF process through, attendance days were reduced due to holidays in November and December, some students refused to attend, and substitutes were not aware of the process. In conclusion, the project was not as successful as the data indicate but is worth retooling for the 2007-08 school year, striving for more complete staff buy-in.

Discipline Reform

Sara Stapleton
Assistant Principal
Wayne High School

The project team revised the school detention policy to reduce the number of students receiving punishment. The ultimate goal was to reduce tardiness, one of the most common discipline problems. Lunchtime detention was made stricter to encourage students to make better decisions about attending class on time, be better prepared for class, and demonstrate self-discipline in the classroom. Lunchtime detention changes included not letting students interact with one another and not allowing them to select their own food.

The stricter lunchtime detention captured the students’ attention. The punishments, however, proved to be too severe as some students began skipping detention in favor of serving in-school suspensions. The team responded by establishing stricter punishments for in-school suspensions. These changes ultimately produced the desired results. There was a decrease in detention referrals, especially for tardiness. Initially, in-house suspensions increased; however, after a few changes, these referrals decreased as well.

Riverside High School-Ninth Grade Academy

Michael Wilkinson
Assistant Principal
Riverside High School

This project implemented a ninth-grade academy to ease students’ transitions to high school, thereby increasing the graduation rate and decreasing the retention and drop-out rates. The team determined that the academy’s support system would help students succeed early in their high school years and prevent them from falling behind. The team grouped all ninth graders into one part of the school building, thus creating a smaller learning environment; oriented students and parents about the academy; informed teachers about the academy; and implemented credit recovery so students who had failed a class would not fall further behind.

The most noticeable impact was an improvement in student-teacher relationships.  Teachers have changed their methods and strategies to better serve ninth-grade students, creating an evolving atmosphere in which students can grow socially, emotionally, and academically. An unexpected consequence is the development of many teachers, who have tried new strategies, shared vision, and developed an increased appreciation for fellow staff members.

Increasing Reading Competencies Utilizing DIBELS

Rotha Young
Principal
Mt. Nebo Elementary

This project tried to increase reading achievement test scores using DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessments to meet the needs of individual students. The staff attended Reading First trainings to improve and incorporate good phonics instruction into daily reading instruction. Three times during the school year, DIBELS assessments were administered to students scoring in the benchmark range. On a monthly or bimonthly basis, staff monitored the progress of students scoring in the intensive and strategic range.

After implementing these strategies, most students progressed nicely. The highest intensive percentage was in kindergarten; as a result, the teacher recommends retention for these students. Students in other classrooms scoring in the strategic and intensive range continue to receive interventions. SAT and IEP meetings are scheduled for parental input and approval. Overall, DIBELS assessments have been very beneficial in guiding reading instruction.