Introduction

1. Improving Student Tardy Rates Through the Use of a Positive Behavioral Support System Jessica E. Miller Teaching Residency Program for Critical Shortage Areas Texas State University-San Marcos Abstract Previous research on positive behavioral support systems has found that such a system can be effective in reducing student tardy rates. This system uses active supervision in common areas to encourage students to get to class on time. Active supervision includes standing in hallways, reminding students about the time, escorting students to class, and having brief, non-verbal interactions with students (Johnson-Gros, Lyons, & Griffin, 2008). Another literature source suggests that a positive behavioral support system may also be effective in reducing the number of discipline referrals and increasing standardized test scores. Increased school involvement in the community and programs which reach out and provide extra support to families and students has also been suggested as a method for reducing student truancy. These programs provide skill development, resources and positive large group social interactions for many students (Rodriguez & Conchas, 2009). Overall, the research suggests that students are more likely to come to school and get to class on time if the school is a safe environment where students feel welcomed. The student should feel that the staff care about them and want them to succeed. Students are more likely to come to class on time if teachers engage in active supervision and explicitly teach the students their expectations. Data Analysis Once the data had been collected, the number of unexcused tardies for each student were totaled. This number was compared to both the students’ class grades and off-task behavior rates to determine if there was a correlation between these things and the students’ tardy rate. This was done using the correlation function on the Microsoft Excel program. The results of the data analysis were assembled into a reader-friendly format and graphs were made. This action research took place in an academically acceptable, Title 1 school located in an urban area of central Texas. Forty percent of the school population is classified as LEP and 95.8% of the population is considered to be Economically Disadvantaged. The problem addressed by the action research was the high occurrence of tardies in one class. The main research question that was studied was, “How does the addition of a positive reinforcement system affect the occurrence of tardies in my sixth period class?” Additional questions were, “Does a change in the accumulation of tardies affect a chronically late student’s grade?” and “Does arriving to class on time affect how often a student engages in off-task behavior?” I collected data from attendance records, pre- and post-implementation teacher and student surveys, tardy rate/grade comparisons, and tardy rate/off-task behavior comparisons. My results showed a reduction in the number of tardies during the implementation period, indicating that the positive reinforcement system had an ameliorating effect on the students’ tardy rates. The results showed a strong correlation between student grades and tardy rates and a slight correlation between arriving to class late and engaging in off-task behavior during class. Findings/Results The data collected indicates that there was a significant reduction in the number of tardies acquired after the implementation of the reinforcement system. The total number of tardies acquired before the implementation was 53 and the number acquired after the implementation was 22 tardies. After the implementation, ten students reduced their number of tardies, three students maintained their number of tardies, and one student increased his number of tardies. 52.63% of the class reduced or eliminated their number of tardies. At the beginning of the study, students 3, 4, 8, 11, 12, 13, and 14 were classified as chronically tardy students. At the end of the study, students 11, 12, 13, and 14 were still classified as being chronically tardy, but their number of accumulated tardies had been significantly reduced. The grade/tardy rate comparison revealed a correlation value of -0.50 which indicates that being chronically tardy to class is likely to have a negative impact on a student’s grade. The correlation value did decline after the intervention indicating that this relationship weakens when the tardy rate declines. The correlation value between tardy rates and off-task behavior was 0.12 which indicates a very small positive correlation between coming to class on time and being on task during class. Methodology Introduction Research Design This action research used a chance ticket drawing as the reinforcement system. Two weekdays were chosen at random before the week began. On those days, students who came to class on time received a ticket. These tickets were entered into a bag. On Friday, during the last five minutes of class, as many tickets were drawn from this bag as possible before the bell rang. Students whose tickets were drawn got to choose a prize out of the prize box. Absent students were put back and students were not allowed to get more than one prize. Sources of data were attendance records, student and teacher pre- and post-intervention surveys, students’ class grades, and students’ off-task behavior rates. Participants The participants in this study were nineteen students in my sixth period science class. These were eighth grade students at Bobcat Middle School. Data Collection Procedures The daily attendance was recorded for every student for 50 days before and after implementation of the reinforcement system. At the beginning of data collection a survey was given to both teachers and students to assess teacher and student perceptions of tardy rates and consequences of being tardy. The same survey was given at the end of the data collection to determine if opinions had changed during the study. At the end of each six weeks period during the study, the students’ grades were compared to their tardy rates to determine if there was a correlation between the two. Once a week the students were observed and the number of times they were off-task was recorded. Off-task was defined as being engaged in any activity that was not the current activity assigned by the classroom teacher. The measurement was taken at five minute intervals during the duration of the period. Statement of Purpose The purpose of this action research project was to study the effect of the implementation of an independent reinforcement system on student tardy rates. The objective was to gain insight into student motivation, reduce truancy and off-task behavior in the classroom, and increase effective student learning in my sixth period class. Review of Local Circumstances Bobcat Middle School is an academically acceptable, Title 1 school located in an urban region of central Texas. 82.6% of the school population is Hispanic, 95.8% are Economically Disadvantaged, 64% is considered at risk, and 39.3% are enrolled in the bilingual/ESL education program. The school’s student mobility rate is 25.5%. The campus has many extra-curricular activities, such as clubGEN and Community in Schools, and resources, such as the Family Resource Center and an active Parent-Teacher Organization, and is coming to the end of a three year improvement plan. Problem Statement- A large percentage of my sixth period students were chronically lateto class. When they entered class they disrupted the current proceedings and had to “catch up” the entire class period because they did not have enough time to review materials or complete tasks as the other students did. When addressed, the students did not seem to think that being chronically late to class was detrimental to their education and seemed apathetic towards punctuality. RelatedLiterature Recommendations The reviewed literature suggests that a majority of administrators across the nation identify tardiness as a major problem in their schools. Chronically tardy students are often found to be disrespectful to teachers and classmates. Research has found that there is a correlation between a student’s ability to be on time to class and their ability to succeed in the classroom. (Moore, 2010) The reviewed literature suggests that chronically tardy students strain the educational system and are at a higher risk for dropping out of school and committing criminal activities. This research suggests that each student should be assessed individually to determine that student’s needs and a plan should be created to help that student be successful in arriving to class on time. Common reasons cited for being tardy were socialization before class, the student’s parents’ ability to be on time, whether or not homework had been completed, health issues, lack of a morning routine, and lack of consequences at school for tardy students. The research has found that many students do not place a lot of value in being on time and do not believe that being tardy adversely affects them. (Farrar, 2010) My recommendation is to continue this reinforcement system with this class and perhaps expand it to all the other classes. Overall, it seemed to reduce the number of student being chronically tardy. I would perhaps modify the reinforcer every few weeks to prevent students from becoming used to, and therefore tired of the reward. I could survey the students next time for a list of possible rewards and cycle between those in order to better appeal to the classes. My second recommendation is to add an element of student documentation to reinforcement system. I believe that students are unaware of how many tardies they accumulate during the school year. In order to increase student awareness, I would implement a rule that states whenever a student is late, they must initial by their names on a class roster. Every signature represents a day that student was late to class. I would be able to use this as documentation to show to the student and their parents when addressing the student’s frequent tardies.