Innovative Educational Solutions
Dr. Sheri's Blog
Dr. Sheri's Blog
|Posted on June 18, 2015 at 11:25 PM||comments ()|
|Posted on February 17, 2015 at 10:46 PM||comments ()|
|Posted on February 12, 2015 at 5:10 AM||comments ()|
Well, I'm in Darwin for the night, after flying on a single engine plane in and out of a very small town in the Australian bush. I've spent two days there in the school, flying back each evening to a larger town (large, as in, over 100 residents). I hardly slept the night before my first flight, but I soon found that I'm not frightened and, in fact, the views are amazing!
My new school is small (around 25 students, K-7th grade) and in a community sheltered by an amazing escarpment, with picturesque waterfalls and rough-hewn walls. The town is made up of one extended family, which causes some problems with the students at school who bring their arguments and disagreements with them.
The students at this school speak English quite well (in fact, they are very adept at producing some very common English swear words), and their literacy skills are a little bit higher than what I experienced last week. However, their behavior is unbelievable. They kick, hit, bite, throw things at each other, scream, yell, and call each other names. They do not hesitate in the least if there is an adult around (a kindergarten student actually hit the substitute teacher this afternoon). Getting them to sit, focus, and work is exhausting!
Luckily, this community has been blessed with an amazing principal, who could be working at Stanford University, but who has, instead, chosen to spend the last years before retirement in making a difference in these children's lives. She has taught in Australia, Hong Kong, the UK, and the US. She is Montessori trained and is open to trying new techniques to help the students learn. She and her husband, a retired chemist, live in a small flat attached to the school. She has only been there six months, but her influence is already being felt. She expects a lot out of the students, and, for the most part, they do what she asks. I'm enjoying working with her immensely; although she has such a wealth of experience, she is still incredibly humble and willing to learn and try new things.
Tomorrow morning I'm back in my charter plan and off to my little town to spend another day supporting the students and educators there. However, tonight I'm enjoying a comfy hotel room, having thoroughly appreciated a nice salad and glass of wine, while waiting for all my clothing to run through the laundry facilities in the hotel. It's amazing how little things take on so much more meaning when one experiences live with so much less!
As the Aussies say, "Cheers and G'day!"
Buffalo and horses on the way out of town
The school and school children on the approach to the airstrip
|Posted on June 30, 2014 at 4:52 PM||comments ()|
School-wide Positive Behavior Interventions and Supports (SWPBIS) is a systems change effort that focuses on improving school climate through the implementation of evidence-based practices in the area of behavior.
SWPBIS is characterized by six defining characteristics:
When SWPBIS is implemented in a school, with fidelity, one should be able to observe the following features:
Schools and districts that are interested in implementing SWPBIS need to understand that efforts to change the culture of a school will require true commitment and time. Sending teachers to a one-day inservice on behavior, or having a consultant come in and do a one-day training on behavior, will not result in sustainable change. It is important to understand implementation science and use this knowledge in designing professional learning experiences that will result in true systems change.
When training schools in SWPBIS, we focus on the following eight implementation steps:
Over the summer I plan on spending more time blogging on each of these eight steps.
If you are interested in receiving training in PBIS for your school or district, please contact me at [email protected]
You can get more information about PBIS at the following sites:
|Posted on June 6, 2014 at 5:03 PM||comments ()|
Next week I'm going to be working with the California Technical Assistance Center on PBIS to support a group of PBIS trainers in San Bernardino County. This dynamic and dedicated group of individuals are committed to bringing PBIS training to schools throughout San Bernardino County. I'm excited and honored to work with the group and thrilled to see more schools implementing PBIS. As the 2013-14 school year winds down, I thought I'd share my thoughts on why schools should implement PBIS. So, here are my Top Ten Reasons Why Schools Should Implement PBIS:
10. All kids deserve to attend a school at which they feel accepted and appreciated.
9. Discipline systems based on punishment do not change behavior, they simply make kids more determined not to get caught.
8. Discipline systems that focus on punishment actually reinforce negative behaviors because the students have to engage in the behavior before anything happens to them. Thus, any social reinforcement they will receive for the behavior has already occurred prior to the punishment. It's a classic case of "too little too late."
7. Students who behave appropriately should be recognized for their positive behavior.
6. For some students, the only positive environment in their lives is the school.
5. Relationships are the most powerful weapon we have in the war against bullying, suicide, drop-outs, etc. Children need to feel connected to at least one adult, and often that one adult is someone at the school.
4. A multi-tiered system of supports (MTSS) is the most efficient and effective way of preventing problems - behaviorally, socially, and academically.
3. Teachers and other staff members who work at PBIS schools report less stress and more enjoyment in coming to work.
2. It isn't that difficult to make school fun, and the rewards are immeasurable.
AND THE NUMBER 1 REASON IS:
1. It's just the right thing to do! Really!
Exclusionary practices such as suspension and expulsion do not change behavior and serve to further alienate students who already feel as though they are not part of the system. We need to spend our time, energy, and resources developing positive school cultures that encourage pro-social behavior, discourage anti-social behavior, and reduce bullying, truancy, and drop-outs.
To learn more about PBIS, and find out how you can receive training in PBIS, check out the following websites:
Please feel free to contact me if you'd like more information about PBIS, or if you'd like to learn more about how your school can become a PBIS school.
|Posted on March 21, 2014 at 2:55 PM||comments ()|
A couple of weeks ago a good friend posted a picture of a math problem on Facebook that was originally posted by the Australian Tea Party and reputed to be an example of a Common Core (CCSS) lesson. I was intrigued by the post (I admit that I couldn't make sense of the math problem), partly because I wasn't aware that Australia had adopted the US Common Core State Standards, and partly because in all my experience with the CCSS I had never experienced or seen anything like the problem that was being shown.
I decided that I would do some research into the main objections regarding the adoption of the CCSS, with the goal of answering those objections in this blog. What I discovered is that the majority of the objections appear to be political in nature (federal government interfering in education, etc.). I am in no way qualified to speak to any kind of political concern or weigh in on a political debate, so I'm not going to touch that area with the infamous "ten-foot pole." I am, however, fairly knowledgeable about education, so I believe I might humbly weigh in on the debate in that arena. I have a feeling that this will extend into several blog posts, and I'm sincerely hoping that others will comment so that we actually have a dialogue about this content.
My focus today will be on the question of "why." Specifically, I want to discuss why some of us feel that the CCSS are a good idea for the field of education.
In the late 1990s, the No Child Left Behind Act (NCLB) required states to develop content standards and to assess students on their mastery of those standards. As a result of NCLB, states across the country developed their own educational standards and then assessed their students based on their level of proficiency. Schools were then held accountable for bringing 100% of each sub-group of students to proficiency by the year 2014. Sounds good, right? Well, the concept is an interesting one, especially since students in different states were being measured according to different criteria. In California, where standards were reportedly on the more stringent end, schools struggled to bring all students to a level of proficiency. In other states, where content standards were set a lower level, proficiency was not such a big problem.
Throughout this time, institutes of higher education (colleges and universities) and employers were decrying the fact that graduates were not leaving school with the skills necessary to be successful in higher education and/or the world of work. Students were learning isolated skills, but they were not being taught how to think deeply, work with others, and solve problems.
Let me state here, for the record, that I believe that we have made some very good gains under NCLB. The idea of having state-wide standards of achievement and measuring progress towards those standards is, in my opinion, a good one. However, there are few people who would not agree that we still have room for growth. If our young people are going to learn to succeed in the 21st century, they need to master certain skills and learn to be deep thinkers, problem solvers, and collaborative workers. In my opinion, the authors of the CCSS strove to develop standards that push schools to teach in a way that does just that.
Your turn - what do you think about the changes in education since the passage of NCLB? Do you think education has improved, stayed the same, or gotten worse? Do you think education needs to change? If so, in what ways? Take this opportunity to join the conversation!
|Posted on January 31, 2014 at 11:56 PM||comments ()|
In my last two blogs I've reviewed the first two guiding principles included in the USDE document, Guiding Principles: A Resource Guide for Improving School Climate and Discipline (2014). If you haven't had a chance to check out my first two blogs on the first two guiding principles, please do so. Today I'm trying something different (yet again). I've recorded a short video which can be viewed by clicking below. If you are viewing from an educational facility that blocks YouTube, click HERE.
Exciting News for February!
During the month of February, Carol Burmeister and I will be collaborating on a series on executive function. Did you know that many students suffer from executive function (EF) deficits? Did you know that poor planning skills, ineffective problem solving skills, a lack of flexibility, poor impulse control, and a tendency toward emotional outbursts can all be symptoms of poor executive functioning? Each week during the month of February, Carol and I will be sharing information about executive function and readers will have the opportunity to download a how-to guide for one evidence-based, highly effective strategy for working with individuals with EF deficits following each blog post. These strategies are ones that will be included in our book, FLIPP the Switch: Powerful Strategies to Strengthen Executive Function Skills, which will be published by AAPC in summer of 2014. However, readers of this blog will not have to wait until next summer to experience the benefit of implementing these strategies. Beginning next Friday, one strategy will be highlighted each week and complete instructions and templates will be made available in PDF format.
|Posted on January 24, 2014 at 10:22 PM||comments ()|
I'm trying something new for my blog today. I'm going to focus on the second of the three guiding principles that are included in the USDE resource guide and I've developed a Prezi with audio to do so. Please click on the link, press the "play" button on the bottom left of the presentation screen, turn up your speakers, and then let me know how you like the format.
Have a great day!