I met with my site supervisor on 12/12/12 at 12:12 just
because it is fun to say that. We actually met at noon. My site supervisor Michele already had a copy
of my draft action research plan that she had already made a few notes on.
Overall, she felt
my plan is strong, but the layout of my plan was “all over the place.” I had my time frames of when I was completing
different tasks out of order and so she recommended that I put them in order to
have a better flow to the plan. I agree
and made a note to change this. She also
mentioned that in my goal I did write out that PBIS stands for Positive
Behavior Interventions and Supports, which the reader may need to know in order
to see purpose in my action research.
Again, noted to be corrected and we moved on.
Michele decided
to play “Devil’s Advocate” with me next. In my second action step of
determining staff perception she asked me, “What if you find the answers from
the staff do not correlate with the student data? What if it seems the teachers
choose to answer your survey based on what you want to hear and not their
actual perception of the program?” My
response was that I would let the teachers know my purpose and that this data
was not shared with administration and honestly, I would not know who said what
either as the survey is online and anonymous.
Also as a back-up plan Michele suggested that she could give me access
to the Administrative walkthroughs as well as district personnel walkthroughs
to see if they are seeing what the teacher/staff say they are doing in the
survey. Again this would be anonymous
and would give me another piece of data to show perception not only of staff,
but also what district administration is seeing.
As we did not
make AYP this last year, our staff has been asked to put more emphasis on
keeping students engaged in the lessons.
Using the information from the administrative and district personnel
walkthroughs, I can see if there is a correlation between student engagement
and behavior issues.
Michele’s next
recommendation was to also look at my school’s 2010-2011 overall office
referral data as well as the specific infractions to compare with the 2011-2012
and 2012-2013 data I am already collecting.
This would give me a baseline for if/how much we have improved based on
percentages of referrals to number of students that year. This would also require me working with the
registrar to get the numbers for our school at the end of each of the school
years.
In my step about
looking into the history of PBIS and literature about the program, Michele
suggested that I look into the program we had before call Building Better
Relationships or BBR. Look into why the
district decided to abandon this program for PBIS. I was intrigued by this after she mentioned
it as I enjoyed and was an avid user of BBR when it was our district program. She also recommended that I meet with our
current Behavior Interventionist, to get her take on where she fits in with
PBIS and its effectiveness.
Her last concern was how I left the PBIS
committee out of my action research plan.
As a committee it is our job to come up with solutions together. So instead of presenting to the staff, I am
going to present my findings to the PBIS committee first where we can
brainstorm possible solutions to present to our staff during our Fall
in-service day. As soon as she mentioned
this, it made much better sense for me to collaborate with my committee instead
of doing all this alone. It also lifted
a small stress I was having at the magnitude of the project I was presenting as
there would be others to help support me.
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