1. Acknowledging/Encouraging Expected Behavior November 2009 http://cenmi.org/miblsi Page 30

2. Today’s Agenda Teaching behavior expectations Monitoring expected behavior Acknowledging appropriate behavior Data driven decision making Action planning for next steps in Schoolwide PBIS implementation

3. Big Ideas In Positive Behavioral Interventions & Supports Identify & define expectations Teach expectations Monitor expected behavior Acknowledge/Encourage expected behavior Use data for decision making Correct behavioral errors (continuum of consequences)

4. Acknowledge and Recognize

5. Acknowledging SW Expectations: Rationale To learn, humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment –Planned/unplanned –Desirable/undesirable Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors Page 30

6. Statements regarding use of rewards What are your thoughts? Please answer Agree or Disagree Children at this age should know what is expected.Children at this age should know what is expected. Praising feels unnatural.Praising feels unnatural. Praise is manipulative and coercive.Praise is manipulative and coercive. Isn’t giving a reward like bribing?Isn’t giving a reward like bribing? Students will come to depend on tangible rewards?Students will come to depend on tangible rewards? Awards are only for special achievements.Awards are only for special achievements. We can’t afford this type of system.We can’t afford this type of system. Adapted from: Sprague, Bernstein, Munkres, Golly, & March, (2003) Team Time

7. Research on the use of rewards within schools (Tobin, Horner, Sugai; 2002) More positive reinforcement for appropriate school behaviors is needed. Some students need very clear, salient, formal reward systems. Formal reward systems enhance a school’s cultural competence. Formal reward systems help students who have been abused or neglected. Consequence of punishment and exclusion trivialized. Use of reinforcement to reduce problem behavior. Page 30

8. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” –Cameron, 2002 –Cameron & Pierce, 1994, 2002 –Cameron, Banko & Pierce, 2001

9. Relationship between acknowledging behavior expectations and discipline referrals

10. Acknowledgements Take a moment to review what your school does to formally acknowledge positive student social behavior.Take a moment to review what your school does to formally acknowledge positive student social behavior. What are the strengths/weaknesses of your current acknowledgement system?What are the strengths/weaknesses of your current acknowledgement system? Be prepared to report out.Be prepared to report out. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 30

11. On-going Reward of Appropriate Behavior Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. Students should be acknowledged regularly (at least every 2 weeks) Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Beginning of class recognition Raffles Open gym Social acknowledgement Page 31

12. School-wide Acknowledgement Plan Walker, Colvin, Ramsey (1995) Key Features: Title that captures purpose of award –Academic: student of the month, most improved –Behavior: “Caught-in-the-Act” Award that student will receive –Trophy, certificate, coupon, privilege, stickers, or raffle ticket (should be of value to students)

13. School-wide Acknowledgement Plan (cont.) Criteria definition –Who is eligible, how often award is delivered, how many students receive award –Should be implemented consistently –Strict criteria are needed for more public awards (student of month) Looser criteria for awards distributed at higher rate (recess tickets) Presentation –Location and form in which award is presented –School assembly, classroom, privately Dissemination –Bulletin boards, newsletters, parent letters Page 31

14. Quick Acknowledgements

15. Many schools use a ticket system Tied into school expectations Specific feedback on student’s behavior Provides visible acknowledge of appropriate behavior for student Helps to remind staff to provide acknowledgements  Jose R. L.M.

16. Tickets used in raffle or to “purchase” items from school store

17. Rewards at Milwood Middle School Locker Whiteboard w/Marker Gel Pen Gummi-Worms Wrist watch Locker mirror Jolly Rancher Sour Blasts Middle School Year Book Large Hershey Bar Basket Ball Homies Notebook Folder Colored Pencils Curly Noodle Personnel Stapler Pocket Organizer Mike and Ike Candy Personal Notebook Package of Animal Crackers Soft Grip Mechanical Pencils Lizard Pen Hooded Sweatshirt w/ school logo

18. Raffle System at Shettler Elementary Front Back

19. Celebrations based on Meeting Behavior Expectations Loftis Elementary December- Snacks, prizes, awards January- Movie and popcorn M. L. King Elementary Celebration dance activity

20. Lincoln Park C.R.E.W. Member Reward Activities Monthly rewards for students earning 4 C.R.E.W. tickets in month. –Outside station activities-chalk, bubbles, jump rope, kickball, soccer, basketball –Extra recess with high school monitors –Ice cream scooped by administration –High school Christmas choir –Dance with silly songs –Climbing wall/parachute –Homework pass –Board game day –Kickboxing

21. Green Meadow Elementary Cutting the Principal’s Tie Students receive tickets for being Respectful, Safe, or Responsible. Tickets are placed in container The principal draws a ticket and that student gets to cut the principal's tie. Students receive picture of cutting the tie, the piece of the tie they cut, and a certificate.

22. Postcards for Appropriate Behavior Pere Marquette Parchment Central Sent home for special acknowledgements

23. School-wide Acknowledge Plan: Example #1 less formal system Title –“Gotcha” Criteria –Demonstration of school-wide expected behavior Presentation –Individual staff member Award –Sign in the honor roll log at office –Sticker –Monthly raffle at awards assembly Dissemination –Signed awards log kept at office (name and room number) Title –“Gotcha” Criteria –Demonstration of school-wide expected behavior Presentation –Individual staff member Award –Sign in the honor roll log at office –Sticker –Monthly raffle at awards assembly Dissemination –Signed awards log kept at office (name and room number) Page 31

24. Create Informal School-wide Acknowledgement Plan (quick and less formal system such as “gotcha” tickets)Create Informal School-wide Acknowledgement Plan (quick and less formal system such as “gotcha” tickets) Use the School-wide Acknowledgement System Planning FormUse the School-wide Acknowledgement System Planning Form How would you communicate and get staff “buy-in” for your acknowledgement system?How would you communicate and get staff “buy-in” for your acknowledgement system? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 32

25. Special Certificates Page 33

26. Student of Month: May add behavior/ social component to selection criteria Portage High School

27. Class-wide Rewards Holland Heights Special Lunch Table for Class with Most Tickets Lincoln Park Ice Cream Treat

28. Bad Axe Intermediate 5 - Principal reads story 10- First class at lunch 15- 10 min. extra gym time 20- Extra recess 25- Movie and treat Orchard View Early Elementary

29. School-wide Acknowledgement Plan: Example #2 more formal system Title: “Self-Manager” Criteria –Satisfactory grades –Follow school rules –No discipline referrals –Class work completed –Five staff signatures (for example, teacher, teaching assistant) –Students listed in office for all staff to review Presentation –Monthly award assembly Award –Button –Privileges In hallways without pass Early lunch Self-manager lunch table Early release (1-2 min. max) from class when appropriate Dissemination –Honor list in classroom –Parent notes

30. Create Formal School-wide Acknowledgement Plan (more public, more strict criteria- such as student of the month award)Create Formal School-wide Acknowledgement Plan (more public, more strict criteria- such as student of the month award) Use the School-wide Acknowledgement System Planning FormUse the School-wide Acknowledgement System Planning Form How would you communicate and get staff “buy-in” for your acknowledgement systemHow would you communicate and get staff “buy-in” for your acknowledgement system Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 34

31. Goal Public Feedback on Following Behavior Expectations

32. More Public Feedback

33. How might you use public feedback within your school to acknowledge student success with improving behavior? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 35

34. Continuum of Rewards = 4 ribbons during year 10 PEACE slips within 9 weeks = Beechnau Elementary

35. Continuum of Rewards Mason County Eastern Elementary

36. Acquiring back-up rewards Thank You Note Community Sponsor In one school, 8th grade language arts students write community organizations for support of reward program

37. Acquiring back-up rewards Some schools use items that students no longer want: Students are asked to bring in various items that might be discarded but in good shape (e.g., toys from fast food kid’s meals) Other students can then “purchase” these with the tokens earned by following the school rules

38. Getting students involved Five student names are selected from mug. These students then identify others who have followed the school rules.

39. Make it easy to use rewards Visual reminders for staff Tickets and pen on lanyard Computer Printed stickers Stacks of tickets glued on edge

40. Parent/Teacher Association provided teacher name stamps Award tickets and criteria on lanyard Write out class tickets for week, reward when appropriate, check the names that remain

41. Rewarding Staff Behavior Beach staff recognition lunch Oakland Schools certificate of training Franklin staff acknowledge each other Parchment Central staff celebration Share Data with Staff

42. Discuss with your team the possibility of community support for developing a acknowledgement system.Discuss with your team the possibility of community support for developing a acknowledgement system. How can you be more efficient in acknowledging appropriate behavior?How can you be more efficient in acknowledging appropriate behavior? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 35

43. Important Considerations for Student Acknowledgements Make sure that the rewards/ acknowledgements are tied into the behavior expectations Rewards/acknowledgements are for students doing well (prevention) and students with behavioral difficulties (intervention)