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Revised Action Plan (anything in red is new)

Action Planning: Ault 2010-2011

Goal:
To identify the impact that a positive behavior intervention plan will have on our students. Specifically, how the implementation affects the teachers that currently write the most referrals in our building and how it impacts the "repeat offenders" with returning to the office. Ideally, we will see a decrease in both the number of referrals (344 in 2009-2010) as well as the types of referrals (severe or minor). We also hope to see a fewer number of repeat students in our offices. Thus, teachers will have more time for teaching and students will remain in their classrooms and with fewer distractions resulting in more learning. According to an article in the PBIS newsletter by Robert Putnam, "Recent research indicates that school-wide positive behavior is associated with decreased exclusionary, reactive and punitive discipline practices (Horner, Sugai, Todd, & Lewis-Palmer, 2005; Luiselli, Putnam, & Sunderland, 2002), increased student satisfaction (Lewis-Palmer, Horner, Sugai, Eber, & Phillips, 2002), and improved perceptions of school safety (Schneider, Walker, & Sprague, 2000)."

 

Reference:

Putnam, R.F., Horner, R.H., & Algozzine, R. (2010). PBIS Newsletter, 3(1), Retrieved from http://www.pbis.org/pbis_newsletter/volume_3/issue1.aspx

 

Action Steps	Person Responsible	Timeline: Start/Finish	Needed Resources	Evaluation
Foundation:To develop and introduce the behavior intervention plan	Kyla Mote Janet Bakondy	Aug. 2009, Modified June – August of 2010 and Presented to staff August 16, 2010	Power point, daily lesson plans for 10 minute mini lessons of behavior, reward coupons and teacher incentives	Observation of teacher usage of lesson plans and student awareness of the expected procedures and behaviors
Analyzing Data	Kyla Mote	July 2010	Computer access to 2009-2010 referrals	Actual number of referrals and corresponding data
2A. To collect data on the number of referrals written, by whom, and for whom.	Kyla Mote	August 2010-June 2011 for current year data	Access to referral data on the computer system through the district.	Number of referrals and the corresponding data
Develop Deeper Understanding: To reinforce the behavior intervention plan	Kyla Mote, Janet Bakondy, Jana Needham, Shelley Edmonds, Lorie Fenstad	August 2010-June 2011	Awareness of the plan and incentives for teachers and students	Observation and survey to teachers and students
Reflection: Analyze the results	Kyla Mote and Janet Bakondy	January 2010	Referral data	How did it work? Survey teachers, students and parents and look at the raw data.
Explore patterns between referring teachers and "repeat offenders" with referrals	Kyla Mote	August 2009-June 2011	Referral Forms	Referral Forms and the number of referrals.
Sustaining improvement	Kyla Mote, Janet Bakondy and Ault Staff	August 2009 – forever if working	Possibly other behavior plans to reevaluate if needed.	If results have been positive then keep going, if no change or negative, keep researching and trying to "tweek" as needed.

 

Action Plan Using Template

Action Planning: Ault 2010-2011

Goal:
To identify the impact that a positive behavior intervention plan will have on our students. Specifically, how the implementation affects the teachers that currently write the most referrals in our building and how it impacts the "repeat offenders" with returning to the office. Ideally, we will see a decrease in both the number of referrals as well as the types of referrals. We also hope to see a fewer number of repeat students in our offices. Thus, teachers will have more time for teaching and students will remain in their classrooms and with fewer distractions resulting in more learning.

 

Action Steps	Person Responsible	Timeline: Start/Finish	Needed Resources	Evaluation
Foundation:To develop and introduce the behavior intervention plan	Kyla Mote Janet Bakondy	Aug. 2009, Modified June – August of 2010 and Presented to staff August 16, 2010	Power point, daily lesson plans for 10 minute mini lessons of behavior, reward coupons and teacher incentives	Observation of teacher usage of lesson plans and student awareness of the expected procedures and behaviors
Analyzing Data	Kyla Mote	July 2010	Computer access to 2009-2010 referrals	Actual number of referrals and corresponding data
2A. To collect data on the number of referrals written, by whom, and for whom.	Kyla Mote	August 2010-June 2011 for current year data	Access to referral data on the computer system through the district.	Number of referrals and the corresponding data
Develop Deeper Understanding: To reinforce the behavior intervention plan	Kyla Mote, Janet Bakondy, Jana Needham, Shelley Edmonds, Lorie Fenstad	August 2010-June 2011	Awareness of the plan and incentives for teachers and students	Observation and survey to teachers and students
Reflection: Analyze the results	Kyla Mote and Janet Bakondy	January 2010	Referral data	How did it work? Survey teachers, students and parents and look at the raw data.
Explore patterns between referring teachers and "repeat offenders" with referrals	Kyla Mote	August 2009-June 2011	Referral Forms	Referral Forms and the number of referrals.
Sustaining improvement	Kyla Mote, Janet Bakondy and Ault Staff	August 2009 – forever if working	Possibly other behavior plans to reevaluate if needed.	If results have been positive then keep going, if no change or negative, keep researching and trying to "tweek" as needed.

 

 

Purpose and Significance of Action Research.

I would like to proceed with my action research on the impact a positive behavior intervention plan will have on our students. Specifically, I would like to look at how the implementation affects the teachers that currently write the most referrals in our building and how it impacts the "repeat offenders" with returning to the office. Ideally, we will see a decrease in both the number of referrals as well as the types of referrals. We also hope to see a fewer number of repeat students in our offices. Thus, teachers will have more time for teaching and students will remain in their classrooms and with less distractions for more learning.

PS: For those of you that have not done the web conferences....I would like to invite you to the next one, they are very insightful and have helped me greatly!

How educational leaders might use a blog.

I would promote the use of a blog for educational leaders to communicate "outside the box". In our district, our principals meet regularly with and without our superintendent. However, I believe a blog system would allow our principals to reach out to those in other districts to gain and/or share ideas.

Reflection on Action Research

After reading the assigned readings, I have first and foremost determined that my principal is a huge advocate of action research. (And I am not sure that she has ever read either of the two books.) At the beginning of her reign as principal and I as "learner" she constantly was asking others what they thought and providing them with info to get their opinions. My first thoughts were that she might be giving away to much, however, I am now aware that what she was doing was action research. She was communicating with her staff and asking lots of questions. She wanted to know where her areas of strength and weaknesses were in the building and in herself. Action research allowed her to look inside our building and begin making changes without anybody complaining, because everyone was involved. Everyone was brought together to discuss what worked, what didn't, what we needed to do and where to begin. Then, she created a faculty advisory group to keep the action research going. The group met once a month to discuss progress, regression and future growth.
So, after my readings and understanding of what I have been witnessing for a year, I feel like I truly understand action research and how valuable it will be in my leadership future. It aligns with my thoughts that a true leader is a life long learner and questioner.