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MARCH 2,2017 | TOOLS OF THE OBM TRADE: MEASURE TO EVALUATE SEARC!
4 Fixes To Improve Public Erall Adres
Education In High Poverty
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TOPICS: Applied Behavior Analysis High Poverty Schools Last Name
How ‘To Improve Public Education Inner City Schools
Obm Organizational Behavior Management
‘Submit.
Performance Feedback Positive Reinforcement
Psychology School Accountability
Aubrey Daniels Institute
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POSTED BY: BSCI21_ FEBRUARY 27,2017
By Paulie Gavoni, Ed.D
Guest Author
Manny Rodriguez, M.S.
bSci21 Contributing Writer
From time to time we hear and read suggestions that all
underperforming schools be shut down and
underperforming teachers be fired. Coincidentally, we
also have read authors suggesting that “neophyte
teachers” need to be “grittier” and essentially refrain
from being “quitters.” We believe demanding
accountability (i.e. punishment for not meeting
standards) and suggesting teachers show more “grit”
will not lead to improved and sustained performance.
Grit isn’t something that people are born with, it is
essentially self-efficacy (Bandura, 1986), or
perseverance that is developed over time through
successful experiences and reinforcement. We don’t
believe telling folks to be “grittier” is going to help
them to perform any better. Demanding accountability
is likely to gain some compliance, but at the expense of
teacher retention, innovation, and discretionary effort
(aniels & Daniels, 2007). The results will be short
lived.
For high poverty schools, expecting and holding
educators accountable for not showing enough “grit” is
a recipe for disaster. We propose four fixes to improve
public education in high poverty schools. If nothing
hitpww bet orlt-fxes-t-improve-publc-educaton-ir-high-poverty-schools!
{4 Fixes to Improve Pudlic Education in High Poverty Schools | Bhavioral Science inthe 2ist Centry
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Fix #1 - Reverse Teacher and Leadership
Preparation Programs
‘The reasons for poor school performance are WordPress.org
multivariate, and the solutions require more than just
incendiary language. Are there a few teachers and
leaders who should be “let go”? Probably. However, one
issue (a BIG one we think) is too many teachers AND
leaders are coming into education unprepared to meet
the demands of the school and the classroom, especially
in high poverty schools. When students fail, we blame
the teacher. When schools fail, we blame the leader.
What about failure of teachers and leaders? Who is
responsible for this?
With some research finding up to 66% of our teachers in
some high poverty areas are leaving the field inside of 5
years (Marinell & Coca, 2013), and 50% of principals do
not make it past 3 years (Seashore-Louis, et al. 2010), it
would be more accurate to say the institution of
education is failing them. Too many teacher
preparation programs are not preparing teachers for the
reality of the classroom; moreover, too many
educational leadership development programs are not
preparing leaders to meet the needs of teachers so they
can effectively foster student achievement. This is
important since some research has found that a school
leader can have up to a 25% impact on student
achievement (Seashore-Louis, et al. 2010).
Unfortunately, the responsibility of teacher and
leadership development is falling on many districts that
do not have the resources or infrastructure to meet the
needs of so many unprepared teachers and leaders
through their talent development programs.
Before blaming the universities, we should advocate for
the use of performance measures to recognize and
reinforce colleges that have been effective, complete an
analysis to discover the key components related to their
success, and then support the unsuccessful colleges
with embedding these key components into their
program. The goal should be to increase the number of
teacher and leadership preparation programs that are
hpi bi ort-ees-oprove pibc-crationintgh-poverty- schools! soonaac017 {Fines to mprove Pic EacatonnHigh Poverty Scoas | Behavioral Science inte 21st Centry
successful so that all teachers and leaders are
adequately prepared to meet the needs of our children.
Fix #2 - Diversify the Socioeconomic Make-up of
Schools
School improvement efforts in high-poverty areas have
been woefully unsuccessful. In Sean F. Reardon’s (2015)
research article on poverty, he states finding “very clear
evidence that one aspect of segregation in particular—
the disparity in average school poverty rates between
white and black students’ schools—is consistently the
single most powerful correlate of achievement gaps.”
Unfortunately, because schools are not properly
equipped, it typically takes superhuman effort by
superhuman people to move a school in the right
direction...and keep it moving. Fortunately, compelling
research titled Turnaround Schools That Work: Moving
Beyond Separate but Equal, Kahlenberg (2009) provides
one viable and simple solution that can immediately
and positively impact many schools. Diversify the
socioeconomic make-up of schools.
Much like Obi-Wan-Kenobi sensing a disturbance in the
force, we sense there will be a collective tightening of
sphincters in relation to the last bit of research. While
few will admit it, many think “I don’t want those kids in
my child’s school.” Well, in the research cited above,
you will read evidence of desegregation having only
positive effects on students of poverty, and no negative
effects on their more affluent counterparts.
Many school districts may not have the ability to
diversify the socio-economic makeup of schools
because the district is homogenous. However, there are
many school districts where more affluent schools are
located just across the tracks. One answer here may be
busing. If you think busing cost more than teacher
attrition (not to mention the immeasurable negative
impact on generations of people who receive subpar
education), keep reading. We must have vision. Invest
now to improve achievement in a way that will save
later.
Fix #3 - Treat Schools Equitably, Not Equally.
hitpww bet orlt-fxes-t-improve-publc-educaton-ir-high-poverty-schools! anoonoxzor? -Fines to prove Pic Eston inHigh Poverty Sos | Behavioral Science inthe 2st Cary
Listen, we have been to many schools in historically
high poverty areas where we have observed students
entering without the prerequisites for learning. We're
talking about basic skills like sitting, attending, active
listening, following a one-step direction, and more.
Because of the demand for immediate student
achievement, students are provided important
information they are ill-prepared to learn. Schools must
be allowed to provide students what they need, as they
need it. Students and schools should be treated
equitably, not equally.
And this goes for teachers and leaders as well. Teachers
and leaders in high-poverty areas must be the cream of
the crop. Unfortunately, as the data demonstrates,
many high poverty schools are unable to retain them.
The revolving door of teacher and leader attrition
bankrupts organizational memory, and at the expense
of students and tax payers (2.2 billion a year last we
heard). We must expand the pool of available teachers
and leaders by providing them an incentive...more
money. Yes, more money, more money, MORE MONEY!
There, we said it.
Beyond the selfless desire to help students in need,
there is often little incentive for teachers or leaders to
remain in turnaround schools. This is likely the result of
these folks burning out as they must put forth the
highest degree of effort to manage various challenges,
yet they are seldom witness to the desired and
sustainable gains they know these students deserve.
You can argue the point if you’d like; however, if you do,
you likely have spent little to no time in turnaround
schools to experience the tremendous pressures placed
on teachers and leaders. The data is speaking loudly. In
recent research reported by The Washington Post titled
“A coming crisis in teaching?” (Sutcher, Darling-
Hammond, & Carver-Thomas, 2016), the authors report
a shortage of 60,000 teachers across the United States.
SIXTY THOUSAND!!! This number is expected to rise to
over 100,000 in 2018, with the trend continuing in a bad
direction. Education may very well be headed towards a
crisis. As such, we must attract and retain teachers and
leaders if we are going to avert it. Not tomorrow. Now.
hitpww bet orlt-fxes-t-improve-publc-educaton-ir-high-poverty-schools! s10oroa2017 {4 Fixes to Improve Pdlic Eduction in High Poverty Schools | Behavioral Science inthe ist Centry
Fix #4 Use a Science-Based Approach to Making a
Positive Difference
For those of you who don’t know, there is actually a
science that can be applied to improving the
performance of individuals, groups, schools, and school
districts. It’s a little known science called
Organizational Behavior Management, OBM for short.
OBM is the science of human behavior, also known as
behavior analysis, applied to the workplace. The goal is
simple ~ apply a scientifically-based approach to
solving problems, making a positive difference for the
betterment of everyone such that the positive outcomes
sustain (Rodriguez, Sundberg, and Biagi 2016).
OBM has been applied in educational settings for
decades, focusing on improving schools in key areas
such as managing effective policies, teacher
professional development through behavior skills
training, leadership development, instructional
coaching, teaching using instructional design
principles, student achievement, and disciplinary
procedures (Maher, 1981, 1982 and 1984). Schools who
are successful have implemented school-wide
performance improvement strategies, leveraging a key
ingredient — leadership! OBM specializes in the role and
responsibilities of leadership behaviors (Gavoni and
Rodriguez, 2016). From setting clear expectations,
measuring and monitoring performance, coaching and
feedback, and providing positive reinforcement to bring
out the best in people - OBM develops key skills for
leaders to make that positive difference, achieves
results, and does so for the long haul.
References
Bandura, A. (1986). The explanatory and predictive
scope of self-efficacy theory. Journal of
Clinical and Social Psychology, 4, 359-373.
Daniels, A.C., and Daniels, J.E. (2007). Measure of a
leader: The legendary leadership formula for producing
exceptional performers and outstanding results.
McGraw-Hill Education.
hitpww bet orlt-fxes-t-improve-publc-educaton-ir-high-poverty-schools! aroonoxzor? -Fines to prove Pic Eston inHigh Poverty Sos | Behavioral Science inthe 2st Cary
Gavoni, P. and Rodriguez, M. (2016). Quick Wins!
Accelerating School Transformation through Science,
Engagement, and Leadership. Melbourne, Florida: ABA
Technologies, Inc.
Kahlenberg, R. (2009). Turnaround schools that work.
Education Week (32)
Kahlenberg, R. (2009). Can separate be equal? American
Prospect, A13-A15.
Maher, C.A. (1981). Improving the delivery of special
education and related services in public schools. Journal
of Organizational Behavior Management, 3:1, 29-44.
Maher, C.A. (1982). Performance Feedback to Improve
the Planning and Evaluation of Instructional Programs,
Journal of Organizational Behavior Management, 3:4,
33-40.
Maher, C.A. (1984). Maher, C. A. (1984). Training
educational administrators in organizational behavior
management: Program description and evaluation.
Journal of Organizational Behavior Management, 6 (1),
79-97.
Marinell, W. H., & Coca, V. M. (2013). Who stays and
who leaves? Findings from a three part study of teacher
turnover in NYC middle schools. New York: The
Research Alliance for NYC Schools.
Marzano, R. J., Waters, T., & McNulty, B. (2005). School
leadership that works: From research to results.
Alexandria, VA: Association for Supervision and
Curriculum Development.
Rodriguez, Sundberg, and Biagi (2016). OBM Applied! A
Practical Guide to Implementing Organizational
Behavior Management. Volumes 1 - 4. Melbourne,
Florida: ABA Technologies, Inc.
Seashore-Louis, K., Leithwood, K., Whalstrom, K.,
Anderson S. (2010). Investigating the Links to improved
student learning: Final report of research findings.
Wallace Foundation. Available at
http://www.wallacefoundation.org/knowledge-
hitpww bet orlt-fxes-t-improve-publc-educaton-ir-high-poverty-schools! m0ora2017 {4 Fixes to Improve Pdlic Eduction in High Poverty Schools | Behavioral Science inthe ist Centry
center/Documents/Investigating-the-Links-to-
Improved-Student-Learning.pdf
Sutcher, L., Darling-Hammond, L., & Carver-Thomas,
D. (2016). A coming crisis in teaching? Teacher supply,
demand, and shortages in the U.S.. Palo Alto, CA:
Learning Policy Institute.
= = An expert in human performance
and organizational leadership, Dr.
Paul Gavoni works in education
and human services to provide
administrative teams, teachers,
and staff with coaching and
consultation in analyzing and
developing behavior and
performance management systems to positively impact key
performance indicators. As an Adjunct Professor, Paul is
passionate about engaging and empowering his students
through the development and application of knowledge.
Beyond his work in education and human services, Paul is
also a highly respected coach in combat sports. In 1992,
Paul began boxing in South Florida and went on to win a
Florida Golden Gloves Heavyweight Title in 1998. Since
then, Coach “Paulie Gloves,” as he is known in the MMA
community, has trained many champions and UFC vets
using technologies rooted in the behavioral sciences. A
featured coach in the book Beast: Blood, Struggle, and
Dreams a the Heart of Mixed Martial Arts, Coach Paulie is
also an author who has written for online magazines such
as Scifighting, Last Word on Sports, and Bloody
Elbow; most recently he has published his own book with
‘Manny Rodriguez titled Quick Wins! Accelerating School
Transformation through Science, Engagement, and
Leadership.
Manny Rodriguez, M.S, has over ten years experience,
working with organizations across the globe within the
Fortune 1000. He is an accomplished practitioner in the
field of Behavior Analysis, highly regarded by his
customers and colleagues alike. Manny is especially skilled
hep bit or tsixes--improve-pblie-ec.eatonr-tigh-poverty-schdls! anoonoaro17 4 Fixes to improve Public Education in High Poverty Schools | Behavioral Science inthe 2st Gentry
at facilitating business teams to we
execute strategic plans and t
preparing leaders to engage
employees to reach their maximum ” '
potential. Manny holds the
position of Director of Continuing er
Education and Product
Development for ABA
Technologies, a pioneer in online professional development
of behavior analysts, and is also the President of the
Organizational Behavior Management Network. You can
contact him at manny@abatechnologies.com.
Manny Rodriguez and ABA Technologies, Inc provides
products and services for Behavior Analysts and the
general public. Online Professional Development in ABA,
Coaching/Mentoring Behavior Analysts, Speaking
engagements such as Workshops/Seminars/Webinars, and
Expert Consulting in ABA, OBM, Instructional Design and
Teaching Behavior Analysis. For more information,
contact info@abatechnologies.com.
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