The parents’ objections to the program are very similar to those raised here:
“It felt to me like they were frequently sort of at risk of getting in trouble for being too loud,” [one parent] said. “Of all the things I would like my kid’s school to emphasize, I would like them to emphasize academic effort ... and being a good friend,” not quiet and obedience.Parents also complained about lunchroom aides “yelling into microphones for students to be quiet,” and the “a huge disconnect between the culture of the school this year and the culture of the schools last year.” The article also contains the usual euphemisms and excuse-making on PBIS’s behalf – that it’s about feedback to create “social confidence,” and that if there’s any problem, it must be with how the program is being implemented, not with PBIS itself.
Check out the article’s sidebar as well – apparently a school board member criticized teachers for presenting only a one-sided picture of PBIS rather than discussing both the program’s strengths and drawbacks. The board member later apologized for using terms like “dog-and-pony show” and “rah-rah session” to describe the teachers’ presentation, but maintained that the school department had highlighted only “the positive side of an issue rather than making a balanced presentation.”
Sound familiar? The main difference seems to be in how actively the school board members are scrutinizing what’s going on their schools.
Maine readers: A more complete statement of my objections to PBIS appears here.