15 GardnerHarris

Information about 15 GardnerHarris

Published on November 19, 2007

Author: Peppar

Source: authorstream.com

Content

Welcome to . . . “School-wide Acknowledgement Plans”:  Welcome to . . . “School-wide Acknowledgement Plans” John Gardner Southern Region Technical Assistance Coordinator Illinois PBIS Network & Rebecca Harris Central Region Technical Assistance Coordinator Illinois PBIS Network Objectives of Session::  Objectives of Session: Preview the need for an acknowledgement system as part of PBIS implementation Know the components of an acknowledgement plan Understand why we acknowledge behavior Share examples of incentives Session Behavioral Expectations:  Session Behavioral Expectations PBIS Triangle:  PBIS Triangle Slide5:  SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements What is School-Wide Acknowledgement?:  What is School-Wide Acknowledgement? School-wide acknowledgment systems: Are immediate, intermittent, and long-term reinforcements given by adults in the building to any students displaying expected school-wide behaviors defined by the school’s matrix Matrix of School-wide Expectations:  Example: Mark Twain Jaguar Rules Matrix of School-wide Expectations How does it fit into PBIS overall? 3 PBIS Foci for Effective Behavior Support:  How does it fit into PBIS overall? 3 PBIS Foci for Effective Behavior Support “Data”: How Decisions Are Made :  “Data”: How Decisions Are Made A problem-solving team Data collection Data use Communication with staff about data, patterns, and decisions. Where do we focus our efforts? “Systems”: How Things are Done:  “Systems”: How Things are Done Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway) Procedures for reinforcing expected behavior Procedures for responding to office discipline referrals. Procedures for meeting the needs of all students (The Triangle) “Practices”: How Staff Interact with Students:  “Practices”: How Staff Interact with Students Define: 3-5 school-wide expectations Classroom managed vs. office referred behavior Teach: Behaviors like we teach academics with Cool Tools In the moment reminders/redirection Pre-correct to “get” expected behavior Model: Adults practice what we preach Students practice what we teach Acknowledge: Immediate, intermittent, long-term reinforcements for expected behaviors to ensure future compliance Re-teach: Consequences for non-compliance Review of expected behavior Addition of needed behavioral/academic supports “Why should I reward students for something they should be doing anyway?”:  “Why should I reward students for something they should be doing anyway?” INDIVIDUAL EXERCISE: Fill in what adults “should be doing” and then “how they get reinforced” for each of the following areas: “What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. :  “What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well. From Lincoln Intermediate- Monmouth-Roseville SD:  From Lincoln Intermediate- Monmouth-Roseville SD Acknowledgement is used to motivate! So…:  Acknowledgement is used to motivate! So… . . . understand your token economy must remain strong and viable to produce its intended outcome! Know your students’ reaction will vary from “excited” to “disinterested”. Realize the school-wide means everyone! Know secondary and Tertiary levels will be different! Before PBIS School-wide Acknowledgement Plans::  Before PBIS School-wide Acknowledgement Plans: Common “acknowledgments” for appropriate behavior: Increase in amount and intensity of work “Free time” Ignored Busy work Punished for others misbehaving Assigned to help other students Do these motivate students? PBIS School-wide Acknowledgement Matrix (Student and Staff!):  PBIS School-wide Acknowledgement Matrix (Student and Staff!) Components of School-Wide Acknowledgment Plans:  Components of School-Wide Acknowledgment Plans Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period Name behavior and tie back to school-wide expectation upon delivery E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals, points for privilege levels – turned in for tangible/non-tangible prize Intermittent/Unexpected Bring “surprise” attention to certain behaviors or at scheduled intervals E.g. Raffles, special privileges, principal random call Long-term Celebrations Used to celebrate/acknowledge school-wide accomplishment E.g. Quarterly activities, assemblies, parent dinners, field trips Guidelines for Use of Acknowledgements:  Guidelines for Use of Acknowledgements School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle Over time, move from: other-delivered to self-delivered (extrinsic vs. intrinsic motivation) highly frequent to less frequent predictable to unpredictable tangible to social Adapt to data analysis feedback: “boosters” Individualize for students needing greater support systems Guidelines for Use of Acknowledgements:  Guidelines for Use of Acknowledgements Include students in brainstorming and designing Vary school-wide acknowledgments Communicate school-wide expectations & acknowledgements to parents/guardians: Student handbook Website Newsletter Parental involvement in donations, volunteer time during celebrations School Board report SHOUT OUT EXERCISE: How do you involve parents in your PBIS acknowledgement efforts? Why Do We Do It?:  Why Do We Do It? Research based evidence on punitive practices: Evidence suggests that traditional school practices viewed as punishment, exacerbate and contribute to the problem of challenging behavior. For example: Out of school suspensions Vague school rules and expectations Little or no positive consequences for appropriate behavior Lack of staff support Failure to consider and accommodate individual differences. Mayer, 1995; Mayer & Butterworth, 1997, 1981; Mayer, Nafpaktitis, Butterworth, & Hollingsworth, 1987 Extrinsic Reinforcement in the Classroom: Bribery or Best Practice? :  Extrinsic Reinforcement in the Classroom: Bribery or Best Practice? “The…papers on both sides of this extrinsic/intrinsic issue,… bear out a common “bottom line”-the programs that show increased intrinsic motivation are those programs that incorporate the elements of good, comprehensive behavioral interventions: relatively immediate reinforcement, generalization strategies, and individual interventions. The implication is that any blanket rejection of programmed reinforcement strategies is entirely unwarranted and programmed reinforcement strategies, like any other instructional strategy, should be undertaken in a thoughtful manner after considering the many variables of any classroom (school) situation.” School Psychology Review,2004, Volume 33, No. 3,pp344-362 Why Do We Do It?:  Why Do We Do It? Reinforce the teaching of new behaviors Harness the influence of kids who are showing expected behaviors to encourage the kids who are not Strengthen positive behaviors that can compete with problem behavior Prompt for adults to recognize behavior Encourage school-wide behaviors to be displayed in the future Improve our school climate Create positive interactions and rapport with students Overall, we earn time back to teach and keep kids in the classroom where they can learn from us! Every time any adult interacts with any student, it is an instructional moment! Key to Using Positive Consequences:  Key to Using Positive Consequences No Silver bullet Rather MILD CONSEQUENCES Intermittently DELIVERED Examples of Positive Consequences:  Examples of Positive Consequences Teacher praise Design--or post work on--a class or hall bulletin board Points (leading to privileges or rewards) Minutes… Access to special activities Mystery awards Public recognition (class-wide and school-wide) Menus (store, list of re-inforcers) Parent contact Lunch w/ a friend in a preferred area/lunch period Help a specials teacher (e.g., art, music, gym) Have a tardy/ODR, etc. forgiven Examples of Non-cost PBIS Reinforcements :  Examples of Non-cost PBIS Reinforcements Extra minutes for library, recess, computers, etc. Listen to music via i-pod Leave 5minutes early for lunch or home Automatic front of the line pass Visit another class for the period Homework/worksheet pass A private lunch table with friends Principal for an hour Sit in the teachers chair for xx minutes First choice activity at recess Wear a hat pass for the day Premium parking spot assignment HS Student Interviews: Acknowledgment Systems:  HS Student Interviews: Acknowledgment Systems HS Student Interviews: Acknowledgment Systems:  HS Student Interviews: Acknowledgment Systems HS Student Interviews: Acknowledgment Systems:  HS Student Interviews: Acknowledgment Systems Student Acknowledgments TICKETS:  Student Acknowledgments TICKETS Columbus Day Winter Break Holiday Recess State Testing Spring Break Examples of Incentives Ideas::  Examples of Incentives Ideas: Coupons from area businesses Food items Gas cards Music Pop quiz pass Swim, skating, sports party, etc. Student of the week, month, quarter, etc. Pizza party Game Day Bathroom pass Concert tickets Lunch with favorite adult Neil Armstrong’s “GOTCHA” Ticket:  Neil Armstrong’s “GOTCHA” Ticket “GOTCHA” BOXES:  “GOTCHA” BOXES Examples-Longwood Elementary:  Examples-Longwood Elementary Examples-Longwood :  Examples-Longwood Lombard Middle School-Galesburg:  Lombard Middle School-Galesburg Irving Elementary-Kewanee:  Irving Elementary-Kewanee Irving Elementary-Kewanee:  Irving Elementary-Kewanee Rock River Alternative-Geneseo:  Rock River Alternative-Geneseo Rock River Alternative-Geneseo:  Rock River Alternative-Geneseo Willits Primary Monmouth-Roseville SD:  Willits Primary Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary Monmouth-Roseville SD:  Willits Primary Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Willits Primary-Monmouth-Roseville SD:  Willits Primary-Monmouth-Roseville SD Willits Primary- Monmouth-Roseville SD:  Willits Primary- Monmouth-Roseville SD Westmer Elementary- New Boston:  Westmer Elementary- New Boston Westmer Elementary- New Boston:  Westmer Elementary- New Boston Westmer Elementary- New Boston:  Westmer Elementary- New Boston Westmer Elementary- New Boston:  Westmer Elementary- New Boston Monmouth-Roseville Jr. HS :  Monmouth-Roseville Jr. HS Monmouth-Roseville Jr. HS:  Monmouth-Roseville Jr. HS Monmouth-Roseville Jr. HS:  Monmouth-Roseville Jr. HS Monmouth-Roseville Jr. HS:  Monmouth-Roseville Jr. HS Monmouth-Roseville Jr. HS:  Monmouth-Roseville Jr. HS Central Elementary/Jr. HS-Kewanee:  Central Elementary/Jr. HS-Kewanee Sherrard Elementary:  Sherrard Elementary Sherrard Elementary:  Sherrard Elementary Activity: Share Your Best Ideas!:  Activity: Share Your Best Ideas! We wish to collect and share your best ideas now! What acknowledgement of students’ behavior and/or incentives do your schools offer students, teachers and staff as part of your PBIS program? Complete the handout and we will publish the results as part of this session’s offering on our website. Frequently Asked Questions::  Frequently Asked Questions: Q: Should I give reinforcements to students that ask for them? A: No – it is up to the discretion of the adult to disperse them. Q: Why should I reinforce students who are already doing well behaviorally? A: School-wide acknowledgements are a level of intervention for all students. Reinforcing students already displaying school-wide expectations shows them appreciation for their efforts, acknowledges their presence, provides example to other students, creates opportunities to build rapport with them, and encourages them to keep up the great work. Q: Should we keep utilizing school-wide acknowledgements with students identified with secondary and tertiary needs? A: Absolutely. You can individualize them to fit the student needs but they serve as the foundation for secondary and tertiary interventions. Q: Can we include students in special education, with BIP (behavior intervention plan), and BEP (behavior education plan)? A: Absolutely. Again, you can individualize them as needed. SMALL GROUP EXERCISE:  SMALL GROUP EXERCISE In what immediate, intermittent, and long-term ways would you chose to be reinforced by the IL PBIS Network for your accomplishments in PBIS? For further information::  For further information: National Website: www.pbis.org Look for links to other PBIS state websites State Website: www.pbisillinois.org Look for coordinator contact information, training, samples, articles and other resources

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