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Incomplete Homework among Elementary BoysEDOL 562 Technology/diversity projectFeb. 21, 2015Ryan Weldon Central Elementary, Marshall County, ky

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School Demographic 51.3 % Free/Reduced Lunch Ethnicity (Percentage)0.2American Indian or Alaska Native0.2Asian98.4Caucasian0.4Two or More Races

18.3% Gifted 11.6% Special Needs Not much racial diversity in school or district.

High percentage of students with special needs compared to the other schools in our county.

Introduction to Positive Behavior Interventions & Supports (PBIS)

Positive Praise tickets for good behavior & Strike tickets for bad behavior.Reinforcement and negative consequences when tickets accumulate.rooted in research that utilizes randomized control trials to demonstrate consistent implementation, a reduction in office referrals and suspensions, and improved academic performance among 5th graders.1Homework strikes given when homework is not completed.Repetition of homework strikes refer to Afterschool Homework Recovery

The key to success begins with me. Respectful, responsible and ready Ill be.

The ProblemAfterschool Homework Recovery program contains a significantly large percentage of boys who repeatedly receive homework strikes. Many of the male students demonstrate other negative behaviors and regularly receive disciplinary actions in addition to incomplete homework.This is usually a result of difficulties at home and a lack of parental involvement. In some cases, a lack of a positive role model causes the male students to not respond well to their female homeroom teachers.

The Goalto reduce the number of male students that receive homework strikes and need to attend the afterschool program.Also, we intend to improve their behavior in the school environment, thereby decreasing other occurrences of negative behavior. Check and Connect2 -student carries a chart with him to each activity throughout the day. The chart includes specific behaviors to improve and points that are added or subtracted accordingly. goal is set at the beginning of each day.already implemented through the school with other behaviors, not homework.Unrealistic and unnecessary to apply this to every male student in the afterschool homework recovery program. The Plan

Check and Connect

Homework Strikes

After school AttendanceTOTAL HOURS********, Robbie9-17, 9-242********, Kynley12-9, 1*****, Jun12-2, 1*******, Andre11-6, 11-13, 11-20, 1-15,4*******, Ayden9-16, 9-17, 9-18, 9-23, 9-24, 9-25, 10-28, 10-29, 11-5, 11-6, 11-11, 11-12, 11-13, 11-19, 11-20, 12-2, 12-9, 12-10 18****, Blake 9-24, 1*****, Caleb11-11, 11-12, 11-13, 11-18, 11-19, 11-20, 11-25, 12-2, 12-3, 12-9, 12-10, 1-13, 1-14, 1-15, 1-20, 15*****, Dalton11-19, 11-20, 2*******, Olivia11-19, 12-2, 12-9, 1-13,4******, Jessie9-24, 1

Afterschool Homework Recoveryhttps://www.youtube.com/watch?v=Nke-aBgewrI&list=WL

Modifying and implementing the planUnrealistic and unnecessary to use check and connect with every male student in the afterschool homework recovery program. Instead, we are going to implement a check in/check out procedure with the boys that repeatedly do not complete homework. This will involve the three male teachers in our school (the PE coach, assistant principal, and myself). Meet with one or two students in the morning to makes sure they are prepared and have all of their materials. Encourage them to make good decisions, treat peers and teachers with respect and have a positive attitude. At the end of the day we will meet with the same students again to make sure they have their assignments written in their planners and have the correct books, folders and papers packed. Our theory is that most of these boys just need some guidance to stay focused and finish their work. They require some attention that they are not receiving at home. This situation reminds me of Maslows hierarchy of needs. The level of needs varies with each student, including lack of food, love/family, esteem/confidence and others.

ConclusionMore time is needed before we can determine if our strategies are yielding positive results.Based on previous experiences with other behaviors, we expect to see a decrease in homework strikes, especially among boys.Some other factors to consider include parental involvement and learning disabilities. References1Bradshaw, C., Mitchell, M., & Leaf, P. (in press).Examining the effects of school-wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions.

2Christenson, S., & Carroll, E. B. (1999). Strengthening the family-school partnership through Check and Connect. In E. Frydenberg (Ed.), Learning to cope: Developing as a person in complex societies (pp. 248-273). London: Oxford University Press

Additional PBIS practices

ryan.Weldon@marshall.kyschools.us