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Why acknowledge desired behavior? Turn the behavior into a habit!!

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Presentation on theme: "Why acknowledge desired behavior? Turn the behavior into a habit!!"— Presentation transcript:

1 Why acknowledge desired behavior? Turn the behavior into a habit!!

2 What are some ways we get acknowledged or rewarded? Frequent buyers (and flyers ) Bonuses/raises for productivity Awards/certificates

3 Reinforce/encourage behavior Students who are showing expected behaviors may encourage others Strengthen positive behaviors that compete with problem behavior Prompt for adults to recognize expected behavior

4 School-wide reinforcements are for every student in the building Move from  highly frequent to less frequent  predictable to unpredictable  tangible to social Individualize for students needing greater support systems


6 Step 1: Acknowledge specific behavior Step 2: Tie back to school-wide expectations Example: “Nice job sitting in your seat when the bell rang! Way to be there, be ready.”



9 Classroom challenges (e.g., principal can give a class a ticket for all students being quiet in the hallway, with a prize when the class receives 10) School-wide challenges for entire school (e.g., if students have 25% less office referrals this month than last month, teachers/staff will put on a show or a basketball game, etc., with popcorn and a drink) Look at the following examples for some low and no-cost ideas for students



12 ALL students get what the collective group earns  Example If more than 80% of students have perfect attendance, whole school gets special assembly. Some kids get extra for exceptional performance  Examples: If Steve attends school 70% of days, he can also sit with friends of his choice. Students with 100% can get some additional acknowledgement beyond what whole group gets.

13 Hat Day


15 Establish Expectations Teach Expectations Acknowledge Expectations Celebrate What do you do when a student doesn’t behave appropriately?

16 As with any curriculum, there will be a small percentage (5 – 15%) that don’t respond well to the Universal level of instruction.

17 How do you deal with problem behaviors? Classroom Managed vs. Office Managed?? Have a plan!

18 Example - Example from Maryland There are 2 sample templates in your folders.

19 What problem behavior(s) do we have? How often is it happening? Where is it happening? When is it happening? Who is involved? Why is the problem sustaining? Start by asking questions:

20 Example: There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. (Handout - example)

21 Prevention Recognition Extinction Consequences Data Collection

22 Who is responsible for each action? When will action be completed? What is the (measurable) goal? When will we review and revise? (handout)

23 Example - Problem Solving Action Plan Precise Problem Statement Solution ActionsWho?When?Goal, Timeline, Rule & Updates Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention Prevention: Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers Teachers will take class to cafeteria; Cafeteria staff will teach the expectations Principal to adjust schedule and send to staff Rotating schedule on November 15 Changes begin on Monday Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average) Timeline: Review Data & Update Monthly A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape. Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely School Counselor and Principal will create chart & staff extra recess Principal to give announcement on intercom on Monday Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s) Hall and Cafeteria SupervisorsOngoing Data Collection – Maintain ODR record & supervisor weekly report SWIS data entry person & Principal shares report with supervisors Weekly

24 Groups: Use data to create precise problem statement – 5 minutes Share! Create Action Plan (handout) – 10 minutes Share!

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26  Efficiency  Fidelity  Efficacy Look for ways to ensure success and improve!

27 Team Implementation Checklist (TIC) PBIS team members - quarterly Self-Assessment Survey (SAS) All staff - yearly Benchmarks of Quality (BoQ) If score on TIC is >70%, use this School Safety Survey (SSS) Diverse sampling of school population

28 Let’s take a few minutes and see where you are in the implementation process. Go to: tools/ and click on the TIC tools/ (Handout)

29 For those new to PBIS, these are items that need to be in place in preparation for implementing PBIS. (handout)

30 Checklists – 10 minutes Action Planning – 10 minutes

31 On what area do you need to focus? What actions will you take? Share ideas!

32 How is staff buy-in? Do staff understand PBIS and why it is important? What would motivate staff? Are students responding to the practices you have in place? Are they motivated by the acknowledgements? How does everyone feel about the climate of the school?

33 Survey on our website at: (under heading December 6, 2012 Staff Involvement)

34 - source: PBIS Illinois Network

35 Team Meeting Dates Kick- Off Report Self- Assessment Survey Results Team Checklist Completed Faculty Updates Activities/ Data Boosters Updated School Profile Completed Safety Survey Completed Celebrations/ Intermittent Acknowledge AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY JUNE JULY

36 Multi-tiered Action Plan What tier or topic needs addressing? What actions need to take place? Who will carry out each action item? When will each item be completed?

37  Multicomponent Interventions  Wraparound  Macroanalytic Assessment  Beyond Implementation Checklists and ODRs  Collaborative Training  Parents  Future of PBIS in Arkansas  Evaluation and Assessment  State Forum or Conference  Additional Trainers Across State

38 Topic Suggestions for ½ day workshops? What day of the week is best? Will you attend Universal or Tier 2 training this summer? What dates are best? Comments?? Questions??

39   

40 Email: Website:

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