The story of Ingalls Academy (Wichita, Kansas) represents the kind of transformation that schools see after implementing the Positive Schools program.

Ingalls, a large, urban K-5 school serving a highly diverse population, was struggling with severe behavioral issues and frequent vandalism. The school climate was so disruptive that learning was threatened for all students. Because of out-of-control behavior, most students were not allowed to go to the cafeteria or gym. Classroom observations revealed that, in many classrooms, teachers spent the majority of their instruction time attending to discipline problems rather than teaching. Morale was low; the number of office referrals extremely high.

The administration at Ingalls approached the staff about Positive Schools, and the staff agreed to give the program a try. Working closely with Positive Schools consultants, the school designed and implemented a comprehensive behavior support plan to meet its needs and challenges. The results were dramatic. An independent study conducted by Harris Interactive, Inc. found that Ingalls made substantial and unprecedented gains in a number of areas.

Overall staff satisfaction increased by 57%. Suspensions were cut in half. There was a 76% increase in the number of teachers reporting that discipline was handled fairly, and a 75% increase in the number of students who felt that the school rules kept order. There was a 66% increase in the number of parents reporting that the school provided a safe environment for their child. Most importantly, classroom observations demonstrated that, as disruptions decreased, there was a dramatic increase in the time students spent focused on learning.

“Positive Schools gave us the opportunity to address our teachers' greatest concern-that too much time was being devoted to behavior rather than to academic instruction. The atmosphere that has been sustained is one in which teachers are able to teach and students are able to learn.”

-Principal, Ingalls Academy