School Statistics Results With RTP
are the data from eight of the many schools that have experienced success when using the Responsible Thinking Process (RTP).
Togiak School in Togiak, Alaska
School is a rural Alaska K-12 public school with a student
population of 240 students, and a free and reduced lunch count
at 100%. The principal was David Wick for the last four years.
Dave Morris will take over as the new principal for the
2009-2010 school year. We will miss David. Togiak is one of
eight regional schools in the Southwest Region School District,
with district offices in Dillingham, Alaska.
Responsible Thinking Process (RTP) was implemented in August,
2005, with a two-day training by Ed Ford. This was followed up
with a weekly class for college credit offered by Jack Foster
for the first year and then David Wick, principal taught the
class for the last three years. This class covers Book One and
Book Two, Discipline For Home And School by Edward E. Ford. The
classes are two three hour graduate credits. Herman Gerving,
principal at Manokotak will be teaching the class for the
2009-2010 school year. All classes are over seen by Jack Foster,
RTP trainer who also doubles as the school district
superintendent. As of this past year, all eight sites are using
the RTP process. The RTP data below shows what is happening at
the first site to use RTP, Togiak.
RTC Average Daily Referrals
New RTC referrals
annual daily average
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.
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.
Manokotak Nunaniq School in
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.
Suspensions/Expulsions Report for Manokotak Nunaniq School
Number of reports
Days of suspension
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
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
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
Larry Bartman: Technology and
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
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
Andy Brubacher: 3rd 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: 2nd 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
Mary Ann Mochin:
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
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.
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
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
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
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.
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
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.”
Clare Middle School,
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,
Lincoln Academy for Boys in Toledo, Ohio
RTP and state
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 6th graders took the proficiency
tests and the 3rd 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 & State achievement tests
3rd Grade Reading
3rd Grade Math
4th Grade Reading
4th Grade Math
5th Grade Reading
5th Grade Math
| No testing
6th Grade Reading
6th Grade Math
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.
| RTP & school
Here are five of the many comments from the
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."
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
"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!
Evart High School
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%.
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.
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.
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.
This last set
of statistics was presented to members of the American Educational
Research Association during their annual meeting in San Francisco in
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 - firstname.lastname@example.org
The following statistics reflect the
success of this program:
Table 1. Acts Deemed “Serious
Acts of Misconduct”
< face="Arial">Table 2. Demographics
Ethnic Breakdown 1994–95
Ethnic Breakdown 1993–94
Ethnic Group Clarendon
Ethnic Group Clarendon
|Caucasian / White
||Caucasian / White
|Pacific Islander/ Asian
Percentage of students currently living at or below
poverty level: 65.5%
Presented by Edward E. Ford, M.S.W., to the American Educational
at their annual conference on April 20, 1995, in San Francisco.
Presentation to the AERA 207