results of more than 35 years of research has proven that
positive connection between parent involvement and student
success is highly beneficial to the students performance
and overall behavior in every setting. Our nine years of
research and development mirror and support the finding
of many researchers as published in major medical journals
and other publication over the years. We are on the cutting
edge of positive growth and change. When parents and families
effectively engage in the education of their children there
is greater potential of transforming children positively
than any other type of educational reform.
Further, educators who realize that they are the parents
of their classrooms when children are in their care will
experience much better results than those teachers who simply
approach it as doing a job. When families and schools are
given well-structured, quality parent involvement and classroom
management programs they experience profound benefits for
students, parents, teachers, and the entire school in general.
The students have higher grades, test scores, and graduation
rates and they have better school attendance. Drugs and
alcohol use and violent behavior decreases dramatically
and teachers and administrations have greater confidence,
they are more efficient, and excited about coming to work.
The Points Method® System produces results that are
long-lasting and that work with a diverse range of parents,
students, educators and child advocate professionals.
A LIFETIME (LIFESKILL) - Instantaneous and continuous results
obtained when parent, educator or professional continue
to actively engage the student. Residual behavior and attitude
modification continues even once adult interaction subsides.
19 European-Americans, 1 Hispanic,
1713 African-Americans, 5 Native Americans
studies conducted with Students:, Grades 9th thru 10th.
Profession development in attitude and behavior modification
conducted: Grades K-8
and Professional Child Advocates
in Classroom Management:
tardiness by 91.67% in comparison to student performance
before using The Points Method® System.
missing homework by 89.29% compared to before
classroom participation by 72% with the use of POINTS.
classroom disruptions by 91.97% after implimenting POINTS.
enormous classroom management opportunity from the time
your students enter your class until they leave.
extends beyond the classroom by shaping what children
do in their spare time away from school.
can earn POINTS for doing extra things at home to better
problems are a thing of the past. Students literally
run to my class so they can receive POINTS for being
the bell rings at the end of class, students are asking
to continue class because they are in competition for
CLASS PARTICIPATION POINTS.
who look for attention for acting up realize they can
gain attention as well for showing proper behavior and
they want to be acknowledged with POINTS.
students responsible because POINTS can be cashed in
for fun activities.
gives the teacher leverage and makes the student have
a better attitude about the consequences of their behavior
will even try to set contracts to do better for themselves
if they can be rewarded with POINTS.
Incentives in Charter Schools – Study by Margaret
Raymond, Stanford University, 2008
(Advanced Placement Incentive Program) and experimental
study by C. Kirabo Jackson, Cornell University, 2008
& Earn, by EMSTAR Research, Inc., 2008
by Learning, by Dallas ISD studies, 2001 & 2006
Study - (Effective Child Behavior Modification Strategies
to Break Barriers and Promote Mental Health) by Crystal
Barker, MS, Arkansas Counseling Associates / Jump Start
Program July 2007
Study – An Approach to Classroom Management (Improving
Student Motivation and Classroom Participation in Lower
Economic Urban Districts) by James Jennings, Kettering
High School, July 2007
effectiveness of behavior modification and transactional
analysis. Journal Consulting and Clinical Psychology,
1975, 43, 758-779. By C.F. Jesness
the efficacious use of verbal self-instructional procedures
with children. Cognitive Therapy and Research, 1977,
1, 331-341. By P.C. Kendall
for boys with conduct problems: Multiple settings, Treatments,
and criteria. Journal of Consulting and Clinical Psychology,
1974, 42, 471-481. By G.R. Patterson
modification of aggression and stealing behavior of
Boys in the home setting. In E. Ribes-Inesta & A.
Bandura (Eds.), Analysis of Delinquency and aggression.
Hillside, New Jersey: Lawrence Erlbaum, 1976 by J.B.
Reid & G.R. Patterson