“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
Friendship Woodridge spent a lot of time discussing the importance of proactively teaching behavior expectations and positively reinforcing behaviors. Although they had high expectations for students, they recognized that students need encouragement and support to change their behavior. The approach has been extremely successful, with out-of-school suspensions dropping by over 80% in just two school years.
If there's a repeated issue with behavior or culture in our community, we get together and discuss it. We don’t run from it or hide it – we work as a team to address it head on.
To stop a negative behavior, we develop positive expectations that everyone can get behind. We focus on what scholars should do so that there’s never an opportunity for negative behavior.
Our students respond to praise, congratulations, and rewards. We work with our students to identify rewards and events that they are genuinely excited about. Then we celebrate together.
If there's a repeated issue with behavior or culture in our community, we get together and discuss it. We don’t run from it or hide it – we work as a team to address it head on.
To stop a negative behavior, we develop positive expectations that everyone can get behind. We focus on what scholars should do so that there’s never an opportunity for negative behavior.
Our students respond to praise, congratulations, and rewards. We work with our students to identify rewards and events that they are genuinely excited about. Then we celebrate together.
Friendship Woodridge School in DC reduced OSS by 80% when they adopted PBIS with LiveSchool.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
LiveSchool allows us to stop focusing on the mechanics of tracking behavior. Instead, we can focus on our scholars.
Friendship Woodridge spent a lot of time discussing the importance of proactively teaching behavior expectations and positively reinforcing behaviors. Although they had high expectations for students, they recognized that students need encouragement and support to change their behavior. The approach has been extremely successful, with out-of-school suspensions dropping by over 80% in just two school years.
If there's a repeated issue with behavior or culture in our community, we get together and discuss it. We don’t run from it or hide it – we work as a team to address it head on.
To stop a negative behavior, we develop positive expectations that everyone can get behind. We focus on what scholars should do so that there’s never an opportunity for negative behavior.
Our students respond to praise, congratulations, and rewards. We work with our students to identify rewards and events that they are genuinely excited about. Then we celebrate together.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
Rictor Craig Jr., Principal at Friendship Woodridge Elementary and Middle SchoolFor Rictor Craig Jr., principal at Woodridge Elementary and Middle School in D.C., going to school was never a drag. He knew early on that both giving and receiving an education would be major passions of his. He knew so much so, that he began taking college courses in the 11th grade.Rictor holds a B.A in Professional English from North Carolina A&T State University, a M.A.T from Morgan State University, and a Masters of Science in Administration from Trinity Washington University.
As a new Principal, Mr. Craig's #1 priority was to improve school culture. His team created a rubric of behavior expectations and began tracking and rewarding scholars' behavior. The result? Out-of-school suspensions dropped 80%.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
As a new Principal, Mr. Craig's #1 priority was to improve school culture. His team created a rubric of behavior expectations and began tracking and rewarding scholars' behavior. The result? Out-of-school suspensions dropped 80%.
“Our culture was a bit chaotic – not a zoo, but you could tell that transitions were messy, social interactions weren’t always positive, and our relationships with parents had room for improvement.”
Principal Craig made it his number one priority to address these school culture challenges by working collaboratively with his team. Based on the hard work of the team, student behavior and school culture would look totally different just two years later.
Every day, the LiveSchool Vision becomes reality.
