Another voice from the Board of Education meeting on May 12, 2010:

Brian Laubstein spoke at the Board of Education meeting on May 12, 2010.  He did not use prepared remarks.  When he spoke he mentioned the co-chair of the BOE, Mr. Fournier, has wondered in past meetings why parents do not feel like a part of the school and this PBIS program is an example of why.  He asked about the cost of PBIS and where it was in the budget.  Brian noted he has attended every BOE meeting for the past year and this was the first mention of PBIS.


Here is Brian's summary of the PBIS portion of the meeting:

It was interesting.  There was a presentation on PBIS and how it ended up in our school. The story goes, a few teachers were visiting another school about the RTI program there. They noticed the students in the school were walking in the hallways quietly. The reason... yes, PBIS.  The teachers did discuss all the buzz words you mentioned -  research-based, consistency, etc.  They did show a matrix and how it would apply to BCS . The teachers did discuss that most of the teachers already use a reward incentive plan, now it would be uniform. They also felt that it was a good idea that now they could teach the proper behavior as a lesson so all the students knew what was to be expected (i.e. how to walk in the hallway).

Currently they only have the disciplinary side down. They do not have the reward side together. There was a suggestion that all the students receive tokens in the morning and they get taken away if a wrong behavior is displayed. 

The BOE asked about the cost (which was reported as $500) and the giving of tokens and trinkets.  Ms. Harrigan on the BOE declared that there was a lot of misinformation out about the program. The program also has not started yet and will not start until the rest of the teachers are trained which will be in August - so the April start date was another misrepresentation.  

Mr Pettinger did say that even though many of the teachers are doing this, to have such an overhaul without notifying the parents and asking for input was not the best. There are 2 parent advisers on the group, I do not know their names.  Mary Federico stated that she went to 2 PTO meetings to explain PBIS and brought back any concerns to the group.

At the end of the meeting, I did ask why we need it.  We have a hand book with rules. If the problem is inconsistencies, how does PBIS change this?  With problems on the buses for years, who is going to enforce it  and why is not that person doing it now?  Are they going to have cameras in the bathrooms - because the current attitude is if an adult did not see it, nothing can be done.  Are they going to change that?  I also brought up that I am tired of trying to explain why my kids can not wear flip flops to school and other children can even though it is against the rules. I also pointed out about the small knife in the second grade and the rules were not followed.  Or the child who spat on another child who was not reprimanded.  The problem is the administration does not enforce the rules so any program is destined to failure.

Other voices:
Paul Bogush
Emma Bogush, student
Valerie Knight-DiGangi
Aimee Bogush

Another voice from the Board of Education meeting on May 12, 2010:

Another voice from the Board of Education meeting on May 12, 2010:

My name is Paul Bogush.  On the BCS website Mr. Spino states:

Education is a community responsibility and that Communication is essential to our success, and that 

"Parents, teachers and students share responsibility for the learning process, and therefore are partners in the decision making process."

After being told in an email from Mr. Spino that a parent cannot observe their child's class and stay in school for more than 45 minutes because they will disrupt the educational process, after having my ideas and thoughts and those of other parents constantly being dismissed by teachers and administrators, and after being told last week at a PTO meeting that parents will have no say in implementing PBIS at BCS, I am very dismayed and saddened at the current atmosphere at BCS.

Tonight you will hear about PBIS from the administration and from some of the 30 teachers who brought this program to the attention of the administration.

As you listen you must not fall for the rhetoric.

You must not fall for the re-direction of your questions.

You must not fall for the trap of debating the finer points of the program instead of the big picture and core of the problem

You must dig deeper and ignore the PBIS jargon smokescreen.

Do not get stuck on debating the merits of PBIS

Do get stuck on what is creating the behaviors that we are trying to save the school from with PBIS?

Do ask whether this system of coercive behavior management will prepare our kids to be 21st century leaders, or support more of the 19th century style education that I have come accustomed to my kids receiving from BCS?

Do ask where is the student engagement?

Where are the creative projects?

Where are the inquiry units?

Where are the authentic lessons?

Where are the units that don't rely on worksheet after worksheet?

Ask what is being done to instill a life long love of learning?  Timed tests, reading logs, spelling tests, worksheet homework, and sitting a kid in chair for 6 hours a day simply is not good enough.

Do ask how did we get to this point?

And most importantly...Do ask who let us get to this point?

Good boards of education hold their staff accountable to find the source of the problem, they don't let them bring in a school changing program to mask it.  

Mrs. Federico once said, “Possessing a genuine interest and taking part in your child’s school community is imperative to his development.” I hope that my involvement can be more than just picking up the empty pieces of my children each night after they come home depleted of hope each day.  You see I do not know everything about teaching, but after two decades of teaching and and two decades of serious research and practicing almost every conceivable method and pedagogy, I can draw on valuable empirical and research based evidence in which to rely on for my conclusions.

Since my children have attended BCS my opinion has been dismissed by first year teachers, and administrators who have far, far less experience in a classroom than I do...what happens to the parent who simply loves their child, asks the right common sense questions, but is defenseless against the rhetoric they are bombarded with because they don't know the research, they don't know the meaning behind the code words and jargon, they don't know how the actions of programs play out in a classroom, but most importantly a child's heart. How many parents get walked over and convinced that new programs will turn out just fine because they don't know the research about using coercive behavioral management plans in the classroom?  How many know about the the Theory of Behaviorism that PBIS is rooted in? How many can take a look at the building and classroom plans and policies and analyze those to show that the behaviors they create are the ones that PBIS is meant to mask?   How many of you know about those things? If you don't, then you can get easily sucked into the hype and programs such as PBIS.   I worry not just about parents voices going unheard, but what about your voices.

If our voices, as parents and the ones who know our children best, are not valued is hard to imagine that our children are truly valued.

Other Voices:
Aimee Bogush
Valerie Knight-DiGangi
Emma Bogush, student 
Brian Laubstein

Another voice from the May 12, 2010 Board of Education meeting

Another voice from the May 12, 2010 Board of Education meeting:

My name is Valerie Knight-Di Gangi, and I am the parent of a second grader at BCS.  On behalf of my son, and all the sons and daughters at BCS I respectfully request the Board to reconsider the implementation of PBIS in the coming school year.

I have seen first hand the negative and adverse effects that a rewards program can have on a child who has exhibited “good behavior” in the past- to the point of trying to obtain “tickets” from others in order to receive a reward.  I believe that the majority of the students at BCS are “well behaved” and that what we need to do is to address the classroom and school community environment in order to achieve our goals.

One such way is to consider alternatives, such as the responsive classroom, which is already in place at Beecher Rd. School in Woodbridge.  Keeping children motivated and engaged throughout the day not only helps them to learn and become self starters, but truly helps those children who have behavior issues outside of the classroom.  Also allowing them more time to release pent up physical energy – whether it is simply standing and stretching in the classroom for a minute or two, or having five extra minutes of recess can have positive effects on learning and will reduce behavior problems in all areas of the school.

Rewards systems do not work.  Rather than spending our time and energy on programs that some have likened to how dogs are trained, we need to nurture our children and support our classroom teachers with programs that are both human and humane.  I urge you to consider other alternatives than PBIS, such as responsive classroom.  For the record, neither Orange nor Woodbridge is using PBIS, and both are implementing RTI.  I find it hard to believe that our children are less behaved than children in either of our sister districts and are in need a formal program to help them “behave.”  Thank you.

Here's what other speakers had to say:
Aimee Bogush
Emma Bogush, Student 
Paul Bogush 
Brian Laubstein

Board of Education Meeting 4/12/2010

Regarding last night's BOE meeting:

In addition to the Board of Education members, administrators, and PBIS committee members there were 6 parents, 1 grandparent, 1 student, and 2 teachers present at last night's meeting (note: I do not know the views of the 2 teachers or if they were in attendance due to the PBIS issue).  Of those 10 visitors, 5 adults and the 1 student spoke (for no more than the 3 minutes allotted) with deep concerns about the adoption of PBIS at BCS -- some had issue with the rewards/incentives, some had issue with the way the program had been decided upon, some had issue with the lack of leadership shown by the Board of Education.  Excellent and important points were made.  We left to get Emma home for homework and to pick up our 7 year old and get her to bed.

Later in the meeting a PBIS presentation was given.  According to those present, BOE member questions seemed to show they were not going to critically examine the program and how it came to our school and, after hearing about it for the first time at this meeting, seem willing to let it continue forth.  A board member said those who spoke out were "misinformed."  One administrator even went on to dismiss the student's remarks. 

Over the next few posts I will reprint the remarks given at the start of the meeting, beginning with mine:

My name is Aimee Bogush and I thank you for your volunteer service on behalf of the children at BCS and for the opportunity to speak regarding the PBIS program.

It is my opinion as a parent and an educator that 

• BCS doesn't need a behavior program, as much as a philosophy and leadership
• BCS doesn't need a behavior program, as much as consistency, communication, collaboration, and community among both the staff, parents and student body.
• BCS doesn't need a behavior program, as much as it needs to support its teachers and paraprofessionals in teaching and learning and growing and stretching.
• BCS doesn't need a behavior program, as much as it needs an engaging curriculum that emphasizes exploration over assessment.

Instead, BCS is taking the "easy way out" by purchasing a short-term, short-sighted, potentially damaging program. 

Tonight they'll say the teachers identified the need and brought the program to the administrators, but do not be confused -- while it may have been a teacher or two who initiated this, it was most definitely not The Teachers who still have not been told the full extent of the program.  They'll tell you they have a parent on the committee, but do not be confused -- parent concerns were never heard during the decision and design stages of bringing to BCS a program that will dramatically alter the culture of the school.  And, those critical of the program have been told we will not be heard at all.   

They'll say the vast majority of children behave properly and it's time they were recognized for it, but do not be confused -- the children who behave properly do it because it's what they do, it's what's expected, and just maybe the learning is active and engaging.  A paper paw print or a pizza party does nothing to truly recognize their efforts the way meeting the needs of the children who misbehave would.  My consistently well-behaved kid doesn't want a paw print as much as she'd like the kids in her class to behave appropriately! She doesn't want a certificate, she wants the adults to take charge of the situation and rescue the learning environment from the few students who hold it captive by truly meeting the needs of those students.  And, what about the consistently misbehaving child - PBIS uses coercion, referral forms, and peer pressure to attempt to get them in line, but it does not help them develop skills and responsibility.

They'll say the children behave inappropriately on the bus, in the hall, on the playground, in the bathroom, and in the cafeteria, and they do -- but do not be confused -- in each of these areas the situation could be improved if the adult staff created consistent expectations, made changes to the environment, developed solutions that help students raise their responsibility, and then, held themselves accountable.

They'll call the rewards, prizes, and tokens "reinforcements", but do not be confused -- they are rewards, prizes, and tokens. And, they'll explain enthusiastically about the awarding of these paws, the filling of buckets, the assemblies, the character education, but do not be confused -- studies show the use of rewards has a damaging effect on character development. 

They'll tell you PBIS is the most effective program, but do not be confused -- they did not investigate any other approach.  

They'll tell you PBIS is research based, but do not be confused -- it is based on Skinner's research that people behave like pets and long term research does not show a positive correlation between rewarding good behavior and the continuation of that behavior.  

BCS has purchased this program and is training select staff and purchasing the bells and whistles. I ask you, the BOE, to direct the school to truly identify the situation, explore alternative approaches, and design a solution that makes sense for our school -- one with the development of responsibilty rather than obedience as the goal. 

Thank you.  I have researched this issue extensively and would be happy to provide you with resources and further information.  You have my contact info.

Other Voices:
Emma Bogush, student
Valerie Knight-DiGangi
Paul Bogush
Brian Laubstein

Parents boycott PBIS at Monseigneur Remi-Gaulin school in Kingston, Ontario (part one)

(Photo by stevendepolo)

Used with permission from MarvinMarshall.com, the following is from Marvin Marshall's December 2008 newsletter:

This section is about how giving young people token rewards reinforces young people's values—rather than promoting ADULT values. The story is about a "new" (BUT VERY, VERY OLD) manipulative approach that fosters obedience rather than promoting responsibility.

The following is from a Canadian newspaper:

The weekly Huntsville Forester reported that it seems as though Bill 212 is having a positive effect at schools served by Ontario's Trillium Lakelands District School Board. The bill, passed in February, "is intended to promote a more progressive and constructive approach to student discipline." As such, it mandates that schools create new codes of conduct. According to Kevin Cutler, superintendent of SPECIAL EDUCATION (caps added) and safe schools for the district, "since the bill was implemented, of the 42 elementary schools served by the board, 37 have reduced the number of suspensions and expulsions.  All of the secondary schools had a dramatic decrease." Schools in the district are implementing a strategy called Positive Behaviour Supports to try essential strategies at the school level," Cutler said.

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I HAVE OFTEN REPORTED THAT THIS MANIPULATIVE APPROACH WAS DEVELOPED FOR SPECIAL EDUCATION STUDENTS, AND NOW THIS BEHAVIOR MODIFICATION APPROACH IS THRUST ON ALL STUDENTS. (Marvin Marshall)

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The article continues:

SCHOOL REWARD SYSTEM HAS ONTARIO PARENTS LIVID

THE PARENTS' SCHOOL BOYCOTT MEANS 'WELL BEHAVED' KIDS TO MISS SCHOOL HALLOWEEN PARTY --Meagan Fitzpatrick, Canwest News Service, Wednesday, October 29, 2008

OTTAWA - At a quiet little elementary school in Kingston, Ontario, a boycott is underway by a group of parents who are forbidding their children from wearing a tag around their neck with hole punches to prove they are well-behaved.

Students at Monseigneur Remi-Gaulin School must accumulate a certain number of hole punches to be eligible for rewards such as this Friday's Halloween activities in the gymnasium.  While the rest of the school enjoys the day, those students whose parents disapprove of the new discipline approach introduced in September will stay in their classrooms, and that has their parents incensed.

You can be sure that, I will be at the school. I want to know what will happen," said Louise Meunier, one of seven protesting parents.

The purpose of the punch card, carried in a plastic pouch and tucked behind an identification tag with the child's name and photo, is to help shift the focus from reprimanding bad behaviour to encouraging and recognizing good behaviour. When students follow the rules, teachers use their discretion and either verbally compliment them for doing so, or give them a hole punch in their card.

The dissenting parents have a long list of reasons why they disapprove of the system. They claim it's unnecessary at a school where there were no major behavioural problems. They say it incorrectly focuses on rewards and that it does more harm than good.

"Our children were coming home in tears; they were very stressed out," said Adele Mercier, another parent who is leading the charge against the new system.

According to the parents, children are so worried about getting enough holes to receive a reward that it's distracting from their studies. It's also causing COMPETITION among students and SOME CHILDREN ARE NOW ASKING THEIR PARENTS HOW THEY WILL BE REWARDED FOR MAKING THEIR BED OR FOR CLEANING THEIR ROOM, CHORES THEY PREVIOUSLY DID WITHOUT INCENTIVE. (caps added)

"It's encouraging not the commission of good behaviour, but the desire to be recognized for doing it," said Mercier.  “This system is destroying the moral autonomy of our children by obligating them to seek public recognition of their self-managed behaviour," said Mercier, who teaches philosophy at Queen's University.

The school stands by its decision to implement the punch-card system and Principal Andre Dostaler said it needs to be given a chance.

"The intent down the road is that the student will appreciate the good behaviour and won't necessarily be soliciting the reward," he said.

(NOTE: This is a prime belief for the justification of the approach. However, many studies have shown the exact opposite occurs. There is not only no transfer from "external motivation" (EXTERNAL locus of control) to "internal motivation" (INTERNAL locus of control), but young people exposed to external rewards such as in this program become more selfish.)

Dostaler said changes have been made to the program based on parent feedback and that while he respects the boycotting parents' decision, it does come with repercussions for their children such as missing out on the Halloween festivities.

The principal likens the system to an air miles program, where people aren't punished for not collecting points but aren't eligible for the rewards offered unless they are participating in it.

Meunier and Mercier, whose sons are in Grade 5, disagree and say their well-behaved children--a description the principal supports--deserve to go to the Halloween activities and will view it as a punishment if they aren't permitted to attend.

(Alfie Kohn refers to this in his classic tome, "Punished by Rewards: The Trouble with Gold Stars, Incentive  Plans, A's, Praise, and other Bribes.")

"In the mind of a child, being excluded from even a small activity like this is significant," said Meunier.

The punch-card system is based on a model called Positive Behavioural Interventions and Supports (PBIS) and Normand St-Georges, the program's coordinator for the school board, provided training on the approach.

"People in the school are torn with this scenario. They don't like to have kids not go to an activity but at the same time they are stuck between a rock and a really hard place because they have to manage the system," he said.

Dostaler said that despite not wearing the tag the children are getting recognized verbally for their good behaviour.

Meunier and Mercier are convinced the school is taking the wrong approach and have taken their fight to the school board.

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To paraphrase the old "Blondie" cartoon, as Dagwood Bumstead would say, "Giving kids rewards for acting responsibly makes a lot of sense--until you start thinking about it." (Marvin Marshall)

The newspaper article can be found here.

Ms. Fitzpatrick can be found on twitter here.

(photo by Paul L. Nettles)