Day by day, Positive Action is helping students, teachers, families and communities to achieve their educational goals, through different lessons and materials. Read their success stories below.
Learn how a Boys and Girls Club is using Positive Action to create a healthy environment for their club members.
Discover how a Boys & Girls Club in Pennsylvania is using Positive Action to improve the Club's climate.
A family in Vernal, Utah, needed help. The husband was newly released from jail; the wife had just been released from the hospital because of physical abuse by her husband. They were attending court-mandated Positive Action Family Classes.
Ronda Walters recently produced a musical program for elementary school children using music from the Positive Action program. Her program, called “Building a PAWSitive Person,” after the school’s bulldog mascot, featured students singing, dancing and playing musical instruments.
In 2002, Uintah received the Partnerships in Character Education Program Grant and implemented the Positive Action curriculum in schools throughout the district. In 2004, the Positive Action parenting class debuted and helped turn many at-risk families around. This is a collection of comments from Students, Instructors, Administrators, and Parents.
Frazer is a small town on the Fort Peck Indian Reservation, which sits in the northeastern corner of Montana. It is home to the Assiniboine and Sioux tribes. About 100 students are enrolled in the elementary and secondary schools combined. Residents there are as self-reliant as they come: they are 30 miles from the nearest grocery store and hospital.
When Dr. Michael Perry walked into Critzer Elementary in Pulaski, Virginia, on his first day as principal, he found one child up a tree cursing at his grandmother and an office full of kids who were already in trouble. This was all before the first bell.
The stakes couldn’t be higher for Compton Unified School District in Compton, California. It balances on the razor edge between community dysfunction and social progress. At times, the teachers’ work can be discouraging, but the payoffs are immense when they see progress in the things that matter most: academics and behavior.
Kim Loop, is the In–Home Care Supervisor for the Lake County Trial Court in Baldwin, Michigan where she also coordinates the Positive Action program in local schools. Kim recently shared some of the remarkable experiences she has had with Positive Action so far this year. Here are a few of her stories.
The Jackson Area Council on Alcoholism and Drug Dependency (JACOA), in collaboration with Madison County Juvenile Court Services, is proudly utilizing the Positive Action curriculum with youth participants enrolled in the Child and Family Intervention Services Program (CFIS) and Juvenile Court Monitoring Program (JCMP).
Noonan Elementary in Alice, Texas, has been using the Positive Action program for the past 16 years, and has become the type of school you'd want your youngest scholars to attend. “We just love our kids,” says Mrs. Margaret Carvajal, the school counselor. “We focus on giving each child lots of support and attention.” Through the Positive Action program, Noonan Elementary has achieved not only a caring, encouraging climate, but also increased test scores. “We challenge our third and fourth graders,” Carvajal explains, “to do a good job on their Texas Assessment Skills test. If they get good scores, then our principal, Mr. John Jackson, dresses up as Mrs. Jackson, Elvis, a gorilla, or King Greeno from Planet Green.”
When we were told to do Positive Action three years ago, I was skeptical. I thought that it was another thing that we had to do. We were told to do Positive Action lessons first thing in the morning and daily. As when any new program is introduced, it takes time for teachers to become familiar with it. I was no exception. However, that mandatory guidance of doing the lessons consistently was a priority of the school at the time, and it became mine also. Thus, I am able to see what an impact the program can have on children, even as young as kindergarten. Parents are even seeing the impact it can have.
I was introduced to the Positive Action program one cold winter morning when I was tired, homesick, and filled with foreboding. I had been up since 3 a.m. and had driven treacherous roads to a mining town in the eastern part of the state to provide an Arts in Education writing residency to elementary school children. I knew that the population was mixed: ranch kids and mining families mingled with Native Americans from the nearby reservation and the children of Hispanic migrant workers. I'd had some experience teaching mixed populations, and I knew that it would be especially challenging to create focus, excellence, and unity. Anxiety made me shiver as I parked my car.
Pineview Elementary School is located in Tallahassee, a city in Northern Florida. It’s at the center of an area with a large number of non-English-speaking children. There is so much diversity that more than 40 languages are represented on the campus. The people of Pineview have decided this is a positive attribute.