Uniting adolescent support systems for safe learning environments

RECORDING AND REPORTING BEHAVIOR

To facilitate quick and systematic encoding of class events into the PDA, we developed a School Code of Recordable Events (SCORE). Associated with this numeric code were statements appearing on both sides of a wallet-size card to ease notation of specific classroom events. When teachers observed any of the criteria listed on the SCORE card, they promptly entered a corresponding number on the hand-held wireless organizer. Later, a teacher could electronically transfer information within seconds to his or her personal computer.

SCORE features more than 50 statements that identify types of misconduct, good behaviors, and teacher responses to incidents. Criteria statements appear in green, red, and blue colors to differentiate categories of behavior. Green statements identify commendable student conduct calling for reinforcement in school and at home. Some examples are "comes to class on time," "asked questions," "prepared for class," "showed self-control," and "shared library/Internet sources with peers." Statements in red describe low- to mid-level types of unacceptable conduct that require corrective guidance. Examples include "bothers others," "uses put-downs," "inappropriate language," "tardy," and "unprepared for class." Blue statements present faculty responses, student achievement levels, and parent/teacher requests for information. Teacher responses to misconduct include "talked to," "detention," and "referral," while levels of student achievement could be "class grade is D" or "recent work well done." Parent/teacher information requests include "class work sent home for parent signed inspection" and "please confirm message."

We also devised the Parent Alert Signal System (PASS) for reporting students' behavior to parents. PASS was designed to inform parents about the nature of a test they must face in guiding their son or daughter to adopt acceptable behavior or commend them for exemplary conduct. To recognize behavior, the teacher entered a code number onto the PDA that corresponded to that behavior listed on the SCORE card. Then, this numeric coded message was sent to the parent's pager via telephone in the teacher's classroom.

Once beeped, the parent checked his or her pager display to view the message. The parent checked the SCORE card to learn the issue to discuss with the student, whether positive or negative. Next, the parent contacted the teacher's pager to confirm the message had been received. Pager messages to parents were sent by 5 o'clock on the same day as notable events took place. This practice encouraged parent-adolescent interaction about the issue that evening.

Teachers present certain lessons according to a planned schedule, but parents usually have to teach teenagers as the need arises. They can, however, know when certain "life lessons" are needed if teachers report notable events in a timely manner. The requirement of immediacy for giving parents feedback about student behavior is an important condition of effective positive/negative reinforcement and punishment. Educators want to reach parents quickly when a student fails to demonstrate acceptable conduct or meet academic standards. Faculty members should also make known their observations of good behavior so that reinforcement can be offered at home (Sheldon and King 2001).