1. School-Wide Positive Behavioral Interventions & Supports: New Team Training Acknowledgement Program Established

2. Critical Elements 1.PBIS Team 2.Faculty/Staff Commitment 3.Effective Procedures for Dealing with Problem Behaviors 4.Data Entry and Analysis Plan Established 5.Expectations and Rules Developed 6.Acknowledgement System Established 7.Develop Plans for Teaching Expectations/Rules 8.Implementation Plan 9.Classroom Systems 10.Evaluation

3. The 10 Critical ElementsBENCHMARKS OF QUALITYA, IP, NNotes Acknowledgement Program Established Progress Monitoring 22. A system of acknowledgements has elements that are implemented consistently across campus 23. A variety of methods are used to acknowledge students 24. Acknowledgements are linked to expectations 25. Acknowledgements are varied to maintain student interest 26. Ratios of acknowledgements to corrections are high 27. Students are involved in identifying/developing acknowledgements 28. The system includes acknowledgement for staff/faculty BoQ Action Planner

4. Why increase recognition? Create positive interactions and rapport with students Every time any adult interacts with any student, it is an instructional moment! Overall, we earn time back to teach and keep kids in the classroom where they can learn from us! (Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP VDOE PBIS (Project 6.10.11) 4

5. Adults may need a tangible tool for monitoring ratios of praise to reprimands Cool tool

6. Receive frequent recognition & encouragement Failure (punishment) Success (reinforcement) 4 : 1 (Scott, 2008)

7. The quickest way to change behavior….in anyone. Research indicates that you can improve behavior by 80% just by pointing out what someone is doing correctly. Laura Riffel, OSEP

8. Schoolwide “quick” acknowledgements Rewards that are quickly presented in the presence of the behavior

9. Tips for Providing Acknowledgement Name behavior and expectation observed (Teaching Matrix) "Thank you for being on time this morning, that's very responsible."

10. ~10 positive : 1 correction

11. Clever Variations for Secondary Students First-in-Line Patriot’s Parking Pass Business Partner Discount

12. Social Rewards

13. The Golden Plunger Award

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16. Recognizing Staff Keep staff motivated and appreciated! Use community resources and local businesses Incentives for staff could include: – Tangibles – Tokens – Symbolic – Celebrations

17. Teacher Door Mats

18. What really matters is the positive social acknowledgement & interaction!!

19. Guidelines School-wide reinforcements are for every student Acknowledge the behavior Include the students in identifying possible recognitions Recognize students other than your own in common areas Recognition closely follows the desired behavior Keep it novel

20. Guiding Questions  How can you increase behavior specific verbal praise?  What do you already have in place?  How will you get staff and student input?  Who will do what when?

21. References Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66. Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon. IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University. Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214. Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

22. The 10 Critical ElementsBENCHMARKS OF QUALITYA, IP, NNotes Acknowledgement Program Established Progress Monitoring 22. A system of acknowledgements has elements that are implemented consistently across campus 23. A variety of methods are used to acknowledge students 24. Acknowledgements are linked to expectations 25. Acknowledgements are varied to maintain student interest 26. Ratios of acknowledgements to corrections are high 27. Students are involved in identifying/developing acknowledgements 28. The system includes acknowledgement for staff/faculty BoQ Action Planner

23. Your Turn Develop school-wide recognition system linked to expectations: a.Identify what you already have in place at your school b.Acknowledge students regularly c.Vary strategies to maintain interest d.Get student input e.Recognize staff 1.Who will do what - when? 2.What else might be needed?

24. Team Time 24