Triple A: Ashley’s Alternative Areas - PowerPoint Presentation

Slide1

Triple A: Ashley’s Alternative Areas

Ashley Haynes

Hazard Middle School

Hazard Independent SchoolsSlide2

Area of Focus

The goal of the Triple A: Ashley’s Alternative Areas Project in my 6

th

grade mathematics classroom is to promote positive student behavior that is in accordance with the Positive Behavioral Interventions and Supports (P.B.I.S.) at Hazard Middle

School.Slide3

Research Question

Will implementing 21

st

Century Classroom Redesign lower the number of student discipline referrals in 6

th

grade?Slide4

Why did I choose to research this topic?

After

analyzing the SWIS data from the previous school year, I noticed that 6

th

grade consistently had the most number of discipline referrals for each month compared to the other three grade levels in the building. Slide5

Why did I choose to research this topic?

To address this problem, I want to offer alternative seating areas in my classroom to create a more personalized instruction for each student in terms of where he or she can be the most productive, feel the most comfortable, and hopefully reduce the chances of becoming bored, irritable, and exhibiting off task behavior. Slide6

Why did I choose to research this topic?

Research shows, “…ergonomists who have watched well-behaved children at standing-height tables or in bouncy chairs in Sweden or New Zealand or Canada insist that innovative furniture makes students pay more attention, not less,” (

Perlstein

, 2010, para. 9). Slide7

Action Plan

To conduct the research, I will need to acquire various types of seating options that will be conducive to learning, such as saucer chairs, bungee cord chairs, a futon, and

Hokki

stools.

Students will

have the opportunity to sit in one of the alternative seating areas as opposed to sitting in an uncomfortable desk, while I am paying particular attention to their behavior to see if they are more inclined to follow school-wide rules, procedures and expectations. Slide8

Action PlanSlide9

Participants of the Study

To address its objectives, this study considered as

respondents all sixty-six students in 6

th

grade at Hazard Middle School during the 2016-2017 school year. Slide10

Pics of ParticipantsSlide11

Pics of ParticipantsSlide12

Pics of ParticipantsSlide13

Pics of ParticipantsSlide14

Pics of ParticipantsSlide15

Pics of ParticipantsSlide16

Implementation of Plan

Students were given student voice about which flexible seating options they preferred for our classroom by taking a perception survey via the

SurveyMonkey

website on October 31, 2016.

Survey Results showed:

92.06% said they were excited about transforming our classroom into a flexible seating environmentSlide17

Implementation of Plan

Survey Results showed:

Which type of seat do you feel would help you focus the most? (You may choose up to 3 answers

).

Futon-58.73%

Bungee Cord Chairs- 53.97%

Camping Chairs- 47.62%

Saucer Chairs- 41.27%

Butterfly Chairs- 34.92%

Hokki

Stools- 15.87%

Regular Classroom Desks- 7.94%

Slide18

Implementation of Plan

Students were given a student voice via a Google Classroom assignment about what they felt were appropriate Flexible Seating Expectations.

Student responses were compiled to create the Flexible Seating Expectations.

Flexible Seating Expectations were discussed in great detail on day one of implementation, January 9, 2017. Slide19

Evaluation

To evaluate the outcomes of my project, I will be utilizing several sources of data, including weekly mark sheets for each 6

th

grade homeroom and SWIS data, which is a “… web-based information system to collect, summarize, and use student behavior data for decision making,” (PBIS Apps, 2016, para. 1

).

Student

perception survey data will be analyzed to see if their perceptions of the classroom environment have changed since the beginning of the project.

To

ensure any positive outcomes on the measures are actually due to my innovation and not something else, I will be utilizing SWIS data from last year’s 6

th

grade class as the baseline.

Slide20

DataSlide21

DataSlide22

DataSlide23

DataSlide24

Data

Weekly

Mark Sheets

August 17, 2016-December

16, 2016

Frequency

Excessive Talking

71

Off-Task Behavior

52Slide25

Data

Weekly Mark Sheets

January 9, 2017-

April 3, 2017

Frequency

Excessive

Talking

53

Off-Task

Behavior

34Slide26

Data

Weekly Mark Sheets Analysis

Frequency

August

17, 2016-

December 16, 2016

Frequency

January 9, 2017-

April 3, 2017

% of Decrease

Excessive Talking

71

53

25.35%

Off-Task Behavior

52

34

34.62%Slide27

Data

Student Perception Survey Data

-95% of students love the flexible seating environment and believe that it helps them focus better

-88% of students said the Bungee Cord Chairs helped them focus the most

-Some students said they wished we would have had recliners

-On a scale of 1-10, 90% rated their flexible seating experience as a “10”Slide28

Analysis

SWIS data reports show a significant decrease in the number of discipline referrals for both time frames compared.

Weekly Mark Sheet Data also shows a significant decrease in the number of marks related to excessive talking and off-task behavior.

Student Perception Survey Data shows that students prefer the flexible seating environment over the traditional classroom environment. Slide29

Meet the Participants

Abby Steele

Presley Steele

Kassidy Jones

Jude Koura

Cole Smith

Sawyer PatrickSlide30

Reflection

Overall, I would conclude that the innovation was successful due to the lower number of discipline referrals as indicated by the SWIS data as well as weekly mark sheets.

Positives- Students appear happier, more engaged, and more attentive. Students are eager to come to class on time because they want first pick of their “Smart Seats.” Seats can easily be maneuvered for different activities.

Negatives-Bean bag chairs have to be refilled with beans; rotation schedule for futon