School Statistics Results With RTP

Following are the data from eight of the many schools that have experienced success when using the Responsible Thinking Process (RTP).

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Togiak School in Togiak, Alaska

This chart reflects four years of the daily average of RTC new referrals. The data shows a steady decrease in RTC new referrals. 2005/2006 was the first year of the implementation of RTP at Togiak School. There were days initially when our new referrals to the RTC were numbered in the 60’s. As students became more responsible for their own behavior, those daily average referrals have steadily declined. This data clearly shows a significant decline in disruptive behaviors resulting in new referrals to the RTC. RTP has been a remarkable program within this school. The reduction of disruptive behaviors has led to a great increase in quality education time and a resultant increase in proficiency levels on state tests.

Disruptions Summary
 

 

This chart data is a replacement for the chart currently on the website. It shows the year end data for the 04/05 school year before we started RTP, the data for the 05/06 school year after one year of RTP, and the current 08/09 school years data. The data shows a dramatic decline in violent behaviors and other disruptions.
 

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Manokotak Nunaniq  School in Manokotak, Alaska

Manokotak Nunaniq School is a rural Alaska K-12 public school with a student population of 120 students, and a free and reduced lunch count at 100%.  The principal is Herman Gerving.  Manokotak Nunaniq School is one of eight regional schools in the Southwest Region School District, with district offices in Dillingham, Alaska

The Responsible Thinking Process (RTP) was implemented in August, 2006, with a one-day training by Ed Ford.  This was followed up with a weekly class for college credit offered by Jack Foster, Superintendent and then by David Wick, Principal, Togiak, both are RTP trainers.

The following statistics show the success of the Responsible Thinking Process at Manokotak Nunaniq School.  The data under the 05/06 school year represents the disruptive behaviors with the school before the process was incorporated.  06/07, 07/08, and 08/09 shows the remarkable decrease in all sorts of disruptions after the start of RTP training.

The chart below reflects the last four years of Standards Base Assessment, which are the tests the students are required to take for NCLB and determining Adequate Yearly Progress.  The information shows a steady growth in percentage of proficiencies.  The first year Manokotak implemented the RTP it had  26% proficiencies in Language Arts and 23% in Math.  Then Manokotak improved to 36% Language Arts and 41% Math the second year.  This last year Manokotak again showed improvement by getting 43% Language Arts and 48% Math.  As the students becoming more responsible for their behavior, their academic skills improve and proficiencies will increase.  Manokotak School 3 years ago was a school that was  Level 5 year 2 for NCLB. In 2008/09 it will made AYP for two consecutive years and will be removed from the list of schools that need improvement.

 

Following are some of the many comments from the staff of Manokotak Nunaniq School.

I was teaching in Manokotak Nunaniq School before the adoption of the Responsible Thinking Process.  Since then our school is quieter and we now have very few disruptions in the classrooms. I have used several different behavior management programs in my teaching career and I have to admit that this is the best one which I have seen or used.

Peter Wolf; Manokotak

 

Responsible Thinking Process is good both for the teacher’s and the students when it is used effectively. It can have positive results in trying to maintain a learning environment for those students who are choosing to learn instead of creating a disturbance a valuable lesson that I have learned is, never to back down once a student has made a disruption in a classroom. Asking the students in a calm curious voice can make a big difference. The students can even look at your facial expressions when asking the questions whether to answer or not. I have had many different experiences where I was asking the students in a different tone of voice other than being curious and my questions were not answered. Another time was when my facial expression was a mixture of both being curious and my facial expression changed from wondering what had happened. The student asked me, or you mad at me? This made me think that when you are asking the questions to ask calmly and curious as stated in Ed Ford’s book and I guarantee you that 100% of the time your questions will be answered. This will not always work depending upon the situation the student is choosing to do and thinking of how their day is going and of course the Perceptual Control Theory and how the human brain is taking this all in. This seems to happen when counter control is going on and disagreements evolve almost creating a volcanic eruption both to the teacher and the student. All humans have good and bad days. Come to think of it that all days are not the same every day so we have to take each and every day one day at a time and work our way through. I really like the Responsible Thinking Process and how effective it is for the students to think for themselves instead of being controlled. Many times these students are being controlled at home and trying to transfer this process during school can be frustrating for them until they have calmed down and thought their way through. Always remember that your frequent flyers will one day be able to stay in your class, without having to make a disruption. They need all the time and love and a good relationship with someone before they can start thinking for themselves.

Virginia Bartman;  Responsible Thinking Classroom teacher

 

I have taught here for quite a number of years and I have noticed some changes in student behavior while using RTP. I have observed less disruption and more instruction happening in the classrooms. Our school has used different methods of disciplining students over the years that have chosen to behave in a manner that impedes learning. The classroom rules were slightly different from room to room and there was no consistency in the expectations. RTP has narrowed that gap that used to exist before and the students seem to be more focused on learning.

Larry Bartman: Technology and Classroom teacher

 

This is my first year working with the Responsible Thinking Process and it has been a quite a learning experience. However, as a brand new teacher, I feel fortunate that I am learning this process at the beginning of my career instead of as a seasoned teacher because I do believe that it would be harder to adopt into my classroom. Having now worked with the process for an entire school year, I can look back and say that it took three quarters of seeing it used in the school for me to become comfortable with it and to really see the benefits of having it as a discipline program in the school.

This year has been more of a learning process for me than it has been for the students, I believe. The kids have been using RTP for two years prior to me coming here and they expected me to use the questions. Because of this expectation, I was forced to step up to the challenge on the very first day and that was not easy. I had to learn how to make the process work for me. RTP is general enough that you can fit it into any situation, but structured so solidly that it can’t be broken. I look forward to coming back next year and starting new with my practice and more confidence.

Whitney Christiansen:  Language Arts 7-12

 

 

My favorite aspect of the Responsible Thinking Process is the impact on the classroom.  RTP does an amazing job of preserving a positive learning environment.  Students that disrupt are removed from the classroom in order to give others the chance to continue learning.  During the time students are out of the room, the RTC teacher is working with them to create new plans for their behavior in the classroom and foster more responsible thinking.  These new plans often help student’s function more effectively and disrupt less upon their return to the classroom.

Andy Brubacher: 3^rd Grade Teacher

 

The reason RTP is successful is because it's a school wide initiative. It's effective because every school aid, teacher and administrator uses the procedure to hold students accountable for their choices while in our care. Students know that at school they can expect a safe, respectful, clean environment, free of disruptions where they can learn. The Responsible Thinking Process has helped us to create a foundation of expectation and consistency here at school.

Lida Storch; 4-5 Grade Teacher

 

 

I had the pleasure of giving presentations on tobacco and it's health effects at Manokotak. The staff was great, and the student’s behavior was excellent. As a former teacher, the Responsibility Thinking Process works. I look forward to visiting Manokotak next year. Please share this with your School Board and Staff..

Robert Madeson; Health Educator, Bristol Bay Health Corporation

 

 

Our school is positively transformed because of RTP. There are many similarities. RTP has enhanced parent involvement. They are coming to school for RTP parent conferences. Parents are not blaming the teachers. I have not heard any backstabbing about our staff. I have not heard of angry outbursts from students. The posters are not torn or ripped off. Likewise, I am grateful about RTP. Indeed, it allows us to have team effort. We are having a great school year.

Rhona Shavings:  2^nd Grade Teacher

 

 

RTP works for everyone it helps him or her to realize the mistakes they made, and helps them to learn from it if used properly.  It is also a classroom tool for both the teachers and students if it is clearly written and understood by both parties. It has helped the school a lot, because it is a problem solver as a classroom rule. It also helps the community to understand how it really works and for what purposes it's used for. And the thing I like about, it's like a thinking tool process for every grade, that is, making mistakes and learning from them.

Mary Ann Mochin: Library/Instructional Aide

 

I think RTP is an achieving way for any individual to really start looking at him/herself with meaning to his behavior or decision.  Carried down from our ancestors respect    for laws and rules helps and allows any human to live in harmony with each other.  It is what we believe and value that is the basis for living in harmony with anyone around us.  It is then that we can live in harmony with each other, at home, school, our community, and within wherever we may go.

Manokotak School has used RTP as our discipline source within the past years and I have seen turnovers in the behavior of our students and even with those that work with them.  It is procedures that can make a person think within him/herself and to look at his behavior in a reorganizing way.

I would like to see RTP continue in our school.  It needs to continue become part of our comfortable perceptual theory in our classrooms. This will be carried out to their homes, community, and even the outside world.

I want to thank those of you who found this discipline for our school and our homes.  I also want to thank all teachers/people who practice the use of this teaching practice to teach our children to look within themselves and decide the way they want to be and to think of ways to achieve their goals without bothering the rights of others. Quyana cakneq(thank you very much).

Anecia Lomack;  HS Cultural Arts Instructor

 

When I became aware of my surroundings I learned that working together with one mind would make all of us happier at home, at work, or anywhere.  Our parents, especially my father, who would instruct us on how we should love and obey within our family with his calm and gentle reconciliation, he would get our attention.

With this in mind if we do the same with our students and to our children, we will win them.  I can only share what I’ve learned.  If the discipline system of RTP is understood, then without being hesitant RTP should be understood and taught to all, parents, teachers, and community.

Grace Gamechuk;  Instructional Aide and Cultural Instructor

 

 

A main premise of RTP is that a person's perception is their reality.  This is accepting and understanding that we do not all think and understand alike, difficult for some, but mandatory for effective educators, in my opinion.  This basic and introductory premise of RTP was my first hint that this program wouldn't be a far stretch for me to understand.

For me, personally, a powerful component of RTP is the use of a calm, curious voice.  This is so important in everyday life, and so necessary to avoid unnecessary conflict.  That RTP recognizes the importance of this nuance is so important for overall success inasmuch as it reduces tension and friction so immediately.  To conscientiously focus on tone and volume of the messages we send is an important component of effective communication, so core to the processes of teaching and learning.

Dana Bartman:  Asst Principal/Counselor

 

 

Since implementation of the RTP program in Manokotak, there has been a consistent approach to behavior and discipline. This consistency of approach provides dividends far beyond the individual success stories. New teachers come into the system without having to spend hours learning or re-learning a classroom management strategy. In addition, the students know exactly what to expect from every teacher, new or otherwise. This has created a culture of higher expectations of individual behavior and choices.

Kirk Kofford:  Science Teacher

 

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Following are six of the many comments from the staff of Togiak School

Mary Pipal, Assistant Principal: “RTP has made a difference in the overall school environment. The halls and classrooms are quieter. There are fewer disruptions during the transition periods. The atmosphere seems calmer and students seem to be more focused on learning.”

Kathy Hutson, Middle School Language Arts teacher: “At the beginning of the year students were loud, disrespectful, and not following the rules. It was very difficult to get their attention and to keep them on task. The teachers kept asking the RTP questions. At first we had some angry resistance, but the students finally realized the RTP was not going away. It was exhausting to keep constantly following the RTP guidelines. Now, the halls are quiet and students are on task. Everyone seems happier. I see more smiles. I have a good working relationship with most of my students. There is still room for improvement, but it is so much better than the first week of school. Now I can’t bear to think about teaching without RTP.

Martin Hutchison, High School Science teacher: “ When a student decides they need to be the center of attention, the RTP allows the teacher to quickly deal with that student and then get on with teaching those students who want to learn.”

Patricia Wick, Middle School Math teacher: “I have seen a lot of changes in my classroom at all three grade levels (6,7, 8) thanks to the RTP. Across the board, grades have increased dramatically. During the first quarter there were a lot of frequent flyers being referred to the Responsible Thinking Classroom (RTC) who did not makeup the work they missed in my class. In second quarter, those students made a goal of not causing disruptions that would cause them to be sent to the RTC. The look on their faces when they received their high marks for second quarter was priceless. Overhearing their remarks about not going to the RTC and about doing their homework showed me that RTP is working. Another RTP benefit is that students are taking much more interest in facilitating their own learning in class and are asking more math related questions. I have even had students asking for MORE math work!”

Susan Alexie, 3-4 grade teacher: RTP has given me back control of teaching opportunities and more control of the atmosphere for educational opportunities for my students. I even stopped one day and tried to recall the last time I went home with a migraine at the end of the working day and I could not recall such a thing this year. I still do have wooly days with mustangs, but they are controllable this year.”

Sam Gosuk, Special Education teacher: “Since learning RTP, students are more on task. Students who have had disrupting behaviors are calmer now. Students now know exactly what will happen if they disrupt. Our classes are more structured. With the RTP expectations, our class is quieter and calmer. The use of RTP is making a difference in our class.”

• (For more comments by educators from the Southwest Region School District in Alaska, see "RTP Success in Alaska" section on this web site.)

 

 

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Clare Middle School, Clare, Michigan

Clare Middle School is a public middle school with a student population of 500 students, and a free and reduced lunch count at 60%. As the principal of this school, I watched in my first year (05 -06) as students treated one another with such disrespect that it was very clear that the discipline process in place was not working. Something had to change, one of my teachers brought to my attention a web site she had found called the Responsible Thinking Process. (RTP) That August (2007) a group of staff members and myself attended the Michigan RTP conference and found what we were looking for. That fall the Responsible Thinking Process (RTP) was implemented at Clare Middle School.

The following statistics show the success of the Responsible Thinking Process at Clare Middle School. The data under the 05/06 school year represents the disruptive behaviors prior to the implementation of the RTP process. The data found in the 06 – 07 column indicates the first year of utilizing the process while the data in the 07-08 column recognizes the second year of the process.

As a principal, I can safely say that since the process has been in place we have seen fewer problems, better test scores, and an increase in respect shown by the students. As we continue to learn the process, I believe we will continue to see even greater improvements in the children and the staff. Steve Newkirk, Principal.
 

 

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Lincoln Academy for Boys in Toledo, Ohio

RTP and state achievement tests

Lincoln Academy is an all boys' school in the central city of Toledo, Ohio, and is part of the Toledo Public School system. It is the only all boys public school in Ohio. There are 180 students, from kindergarten to sixth grade. It has 98% free and reduced lunch count. Sue Smith is the assistant principal, and Vicki Creekmore is the Responsible Thinking Classroom (RTC) teacher. Mrs. Creekmore is also an RTP Trainer and is the RTP contact person for Ohio.

The staff received accredited training in Responsible Thinking Process (RTP) during the summer of 2004 and began to use RTP at the academy in the September. In 2004-2005, the 4th and 6^th graders took the proficiency tests and the 3^rd graders took all achievement tests. The State of Ohio changed to achievement tests at all levels in 2005. Below shows the percentage of students scoring proficient or higher.

  

 

RTP and Improved Behavior

Prior to RTP, in the 2003/2004 school year, they had 39 suspensions and two expulsions.  They began to use RTP in the fall of 2004. During the 2004/2005 school year they had one suspension and no expulsions.  ( See chart below. )

 

 

Here are five of the many comments from the staff:

Janet White, our school's union representative reported that the district union president reported that she had not had one complaint this year since Mr. Roberts, our principal, and Responsible Thinking Process have been at Lincoln Academy.

Mrs. Kahn, a Special Education teacher: "It works!! They are really thinking about their choices."

Jody Crowl, 4th grade teacher, "I had my students write letters to their parents about their homework assignments. I noticed I had so many students talk about being responsible for their work. I see them thinking this way because of RTP and from learning how to write and use plans in the RTC."

From Vicki Creekmore, RTC teacher, came this: A 6th grader had a hard time adjusting to the process at the beginning of the year. He is now setting goals for himself and trying hard to be more responsible. He walked into RTC the other day and said, "I know, I know, I have messed up this time." A year ago he would have been blaming everybody else for what went wrong and now he is taking the responsibility for his bad choices.

Sue Smith, assistant principal, says: "This school year has been a new experience. I have observed students accepting the responsibility for their behavior, setting goals, making plans, and successfully changing their behavior. I have been amazed at the honesty of our students when asked the RTP questions. As a former special education teacher, I believed that we had to teach the students appropriate behaviors and I was constantly teaching them the same thing, over and over. When asking the questions, I have discovered that the students know the rules, and are willing to learn a better way of getting what they want without disrupting.

RTP has been a win-win program for all the stakeholders of our school. Teachers have more time for the important task of teaching. Parents are happy to know their son will be in school everyday, learning skills that will help them be more successful in school. Community members feel that our students are becoming more responsible members of their community. The students are feeling a sense of pride in the realization that they are in control of the situations that they are in, both in school and the neighborhood. As a school leader, I am thrilled to have the school performing in such an orderly and effective manner."

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M. D. Fox Elementary School, Hartford, CT

 

In September 2004, M. D. Fox Elementary School in Hartford, Connecticut, following accredited training, initiated the Responsible Thinking Process. The school is an urban school with a population of 900 students, and a free and reduced lunch count at 95%. The principal is Fred DeJesus and the social worker is Kathy Bedula. Mrs. Bedula is an RTP Associate and is the RTP contact person for Connecticut. The school's suspension rate is down 42% after the first three months as compared to the prior year.

Teachers were asked after the first three months in a questionnaire the following: Has RTP made a difference in your classroom? The following are five of their comments.

"It has made students stop and think. It provides a calm way to handle disruptions."

"Disruptions stop very quickly when questioning is used."

"After asking the questions, I find that the behavior doesn't occur again which is wonderful. I think the best thing is that students are asked to be accountable for their behavior."

"Students need to be dealt with in a calm manner and must be made to think about their behavior. RTP does this quite well."

"It makes students think before they act. They are more responsible with their choices. It has even worked great at home with my kids!

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Evart High School

Evart High School is located in rural north central Michigan. The high school has 400 students. The prinicpal is Al Kullman. The school has a special education population around 20-25% range and a free and reduced lunch count exceeding 50%. The school began using RTP in the fall of 1998. Since then, all three of the Evart public schools have been RTP accredited and are well worth visiting.

At the high school, since the 1999-2000 school year, out of school suspensions have dropped 51.9%. Out of school suspensions for disrespect toward staff members has dropped 82.3%. The number of students suspended for fighting has decreased 44.4% and other incidences that would result in suspension from school such as drugs, alcohol and tobacco have declined 87.5%. Students suspended for skipping school has declined 45.4%.

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Sahuaro Elementary School

Sahuaro School is part of the Washington Elementary School District in Phoenix, Arizona and serves a population of approximately 680 preschool through 6th grade students. Forty-four percent of Sahuaro students qualify for free/reduced lunch. Dave Anderson is Sahuaro's principal. The following appeared in the school's newsletter and reflects an analysis of data gathered over the three-year history of RTP implementation at Sahuaro.

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Is RTP working at Sahuaro School ?

Analysis of the data shows a 70 % decrease in student fights over the last 3 years. Other violent behaviors such as "reckless play" and "hurting other students" are down 40% and 61% respectively. The number of incidents of "disrespect to staff" is down by 77% from the 1999-2000 school year.

Since RTP began, "theft by students" has decreased by 40% and incidents involving "student profanity" have decreased by 71%. On the other hand, the number of "chill out" passes used by students has increased over the last 3 years by 266%. "Chill out" passes are used by students who feel upset and want to go to the RTC to calm down before they do something that gets them in trouble.

This shows that students are learning to take charge of their actions by making good decisions when they find themselves in a problem situation. This is what RTP is all about.

 

 

 

Presentation to the American Educational Research Association

In the fall of 1993, I was asked by the administrators of Clarendon Elementary School in Phoenix, Arizona, to use their school as a model for a discipline program I had developed based on perceptual control theory. Clarendon School consists of seven fourth, fifth, and sixth grades and is in a multi-cultural, inner-city area. Once the staff had given a strong commitment and received adequate training, the program was initiated on January 24, 1994.
 

The basic principle of PCT explains that all humans are designed as self-regulating systems. With this understanding, children should be treated as systems whose behavior is their means of trying to control what matters to them. Self direction and responsibility are developed by asking them specific questions which request them to review the consequences of what they’ve done and whether they want to respect the rights of others and remain where they are or to leave. If they continue to disrupt, they are sent to the responsible thinking classroom (RTC). They remain there until they decide to return to wherever they were disrupting. Prior to leaving the RTC, they have to make a plan on how they will deal with the same or similar problem the next time in occurs. If they are disruptive in the responsible thinking classroom, they are sent home. When they are ready to return to school and follow the rules, they must first meet with an administrator accompanied by a parent or guaradian. The administrator checks on their commitment. Prior to returning to class, they must first return to the RTC to make a plan on how they are going to get what they want in school without violating the rights of others.

This program is explained further in my books, Discipline for Home and School, Fundamentals and Discipline For Home And School, Books One and Two, all of which can be found on the order form which is found at the bottom, right hand side of the web site front page. For more information on this program, write RTP, Inc., 10209 N. 56th St., Scottsdale, Arizona 85253, call 480-991-4860, or email me at -  edford@responsiblethinking.com

Phone 480-991-4860.

 

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The following statistics reflect the success of this program:
 

 

  
Percentage of students currently living at or below poverty level: 65.5%
Presented by Edward E. Ford, M.S.W., to the American Educational Research Association
at their annual conference on April 20, 1995, in San Francisco.

Presentation to the AERA 207