11.0 PBIS Data Based Decision Making

Positive Behavioral Interventions & Supports (PBIS)

Muskegon Public SchoolsJune 11 & 20 MAREC Center

Presented By: Lynn Batchelder, Alecia Hoppa, Pam Varga, and Steven Vitto

MAISDMTSS/School Improvement Partnership

1Todays OutcomesFinalizing Behavior MatrixMaking Expectations VisibleIdentifying an Internal Coach/Team LeaderTeaching Behavioral ExpectationsMonitoring Expected BehaviorAcknowledge/Encourage Expected BehaviorCorrecting Behavioral Errors-Continuum of ConsequencesUsing Data for Decision-MakingTeam Action Planning

2Definition of Positive Acknowledgement:

Positive acknowledgement is the presentation of something pleasant or rewarding immediately following a desired behavior.

It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.

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Active engagement option: 1s read the top statement to your partner. 2s read the bottom statement.3Acknowledgement System

The purpose of an acknowledgement system is to:

Foster a welcoming and positive climate Focus staff and student attention on desired behaviors Increase the likelihood that desired behaviors will be increased. Reduce the time spent correcting student misbehavior

Evidence suggests that traditional school practices viewed as punishment, exacerbate and contribute to the problem of challenging behavior.4

4Research on the use of acknowledgements 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 schools cultural competence.Formal reward systems help students who have been abused or neglected.Consequence of punishment and exclusion trivialized.Use of teaching, shaping desired behavior, and acknowledgement are most effective in reducing problem behavior.ing5

5More Positive Reinforcement for Appropriate School Behaviors Is Needed Too little natural positive reinforcement is available in schools to students for appropriate behavior. For many difficult-to-teach children, the usual rewards available in the classroom environment, such as grades and teacher praise, are insufficient to maintain appropriate behavior (Rathvon, 1999, p. 41). Rewards that are positively reinforcing should be used to a greater extent in educational settings, especially for students with or at risk for behavioral disorders, and should be based on functional assessments and person centered planning (Artesani & Mallar, 1998) and include plans for fading, transfer of training, and generalization (Horner, Dunlap, & Koegel, 1988). Many examples of successful use of positive reinforcement to help children learn and use skills that enhanced the quality of their lives are given by Piazza, Fisher, Roane, & Hilker (1999).

Some Students Need Very Clear, Salient, Formal Reward Systems Although many students may adapt well to school without any special rewards, finding the natural rewards sufficient, other students may not recognize or be able to access or understand ordinary school rewards.

Formal Reward Systems Enhance a Schools Cultural Competence Without formal reward systems, schools may fail to create successful outcomes for some students from diverse minority ethnic backgrounds. Using a formal system of explicit rewards would be useful in clarifying expressions, words, and affect from the dominant culture that teachers intend to convey positive messages but which are inadequate in classrooms serving students with diverse backgrounds.

Formal Reward Systems Help Students Who Have Been Abused or Neglected Student who comes from a dysfunctional home is likely to bring to school extra needs for clear rewards for appropriate behavior. These children may have learning histories from parent-child interactions (Snyder & Patterson, 1988) at an early age that make it difficult for them to understand subtle words of praise or to benefit from reinforcer barren environments. For example, adults may have promised to give them rewards or to come visit them when they are in out-of-home placements and then failed to keep their promises. These students often have learning histories involving abuse, neglect, or difficulties with perception that prevent them from recognizing subtle reinforcers (e.g., smiles, praise) as signaling positive rather than dangerous events (Burrell, Wood, Pikes, & Holliday, 2001). Rewards need to be clearly explained and made salient for such students.

Consequences of Punishment and Exclusion Trivialized An exclusive focus on intrinsic motivation to the exclusion of rewards can trivialize the difference between punishment as a method of control and positive reinforcement. Rejecting the use of nonaversive methods of behavior support is not likely to mean students will be free to engage in intrinsically motivating activities. On the contrary, it is likely to result in the use of aversive methods of control (Maag, 2001; Morgan, Loosly, & Striefel, 1997; Repp & Singh, 1990; Tobin & Sugai, 1993).

Use of Reinforcement to Reduce Problem Behaviors Research on intrinsic motivation has focused on wholesome recreational activities and academic or vocational tasks. Interventions to reduce problem behaviors generally have been ignored by theorists or researchers in the field of intrinsic motivation. Perhaps this is because, in the past, increasing wholesome behaviors was often thought of as distinct from decreasing problem behaviors. Today, positive interventions are designed to decreasing problem behaviors by teaching and/or increasing fluency with appropriate alternative behaviors that can more effectively and efficiently lead to the consequence that used to maintain the problem behavior (Condon & Tobin, 2002; ONeill et al., 1997; Sugai, Lewis-Palmer, & Hagan, 1998; Tobin & Martin, 2001). The use of rewards and/or positive reinforcement recently has been reported as an important part of multi-component interventions that reduced adolescent substance abuse (Kaminer, 2000) and other serious antisocial behaviors such as extreme verbal abuse and physical aggression (Myaard, Crawford, Jackson, & Alessi, (2000).

Why Use Acknowledgements? Research Literature: Over 30 years of research found most teachers (general education and special education) fall into patterns where we are giving more attention to misbehavior than positive behavior (3-15:1 skewed to the negative side)

Research cited by Sprick (2007)6

Think of an average classroom on an average day and the average interactions between teachers and students. This piece of research states that on a good day, most of us are skewed to giving more attention to misbehavior than positive behavior by a 3:1 ratio! (all the way up to a 15:1 ratio!) Think of the climate and feel of a classroom if we could flip that ratio the other way and make it 15 positives to 1 negative!6Are 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, 2002Cameron & Pierce, 1994, 2002Cameron, Banko & Pierce, 2001

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7Participants can read over this slide about the research on rewards. Rewards need to be a celebration of your relationship with your students. The more natural it is, the more successful it will be in changing behavior. Acknowledgements

Reinforce the teaching of new behaviorsStrengthen positive behaviors that can compete with problem behaviorPrompt for adults to recognize behaviorShould be a celebration of your relationship with studentsShould never be used to control or humiliateShould not cause anxiety for students

Modified from Acknowledgement Systems: Catch em being Good, Chris Borgmeier, PhDWhy Use Acknowledgements?8

If we want students to follow the behavior expectations that we teach, we must reinforce those behaviors.

Do not underestimate the influence of those who demonstrate the expected behaviors. It is attention that is the key and if we give our attention to those following the expected behaviors, others will notice and follow as well.

8AcknowledgementsEncourage school-wide behaviors to be displayed in the futureImprove our school climateCreate positive interactions and rapport with studentsOverall, 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!Why Use Acknowledgements?

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Active Engagement Strategy: You can use the same procedure as we did for slide 14. This will work well for the first three bullets.

With benefits such as improved school climate and gaining instructional time for students, how can we not give an acknowledgement system our best effort?9Relationship of Acknowledgements to Office Discipline Referrals10

This data illustrates one example of the relationship of Acknowledgements to referrals. Provide about 1 minute for participants to look over the data and note any observations with the partners. Then have volunteers share out observations for about 1 minute.10Positive ReinforcementPositive consequences are based on principles of reinforcement. Reinforcement is any procedure that maintains or increases behavior as the result of consequences experienced following a behavior.

Consider the following examples:

You wear a new outfit to work and receive a lot of compliments; you wear the outfit more often. A group of girls stop to talk to your teenage son when he takes the dog for a walk in the park; your son walks the dog more frequently. A student who gets suspended, goes home and plays his/her favorite video game.11

When you read through the three bulleted points on the bottom of this slide, it really makes sense! Dont we as adults respond to positive reinforcement?11With your Partner:Read over the research statement below. After thinking about the why, share your thoughts with your partner.Landmark studies: (Dr. Wesley Becker) found that with children who are starved for attention, as the rate of criticism increases the rate of their misbehavior increases.Why?

Think-Pair-Share

12With your school team.Vicious Cycle of Reinforcing Misbehavior

Vicious Cycle: We get reinforced for paying attention to misbehavior and logically so because 99% of time a gentle reprimand stops the misbehaviorWe are reinforced because the behavior stopsStudent who craves attention is reinforced and then demonstrates behavior again shortly afterWe issue a reprimand and student stops behavior Students misbehavior is reinforcedWe are reinforced again because the behavior stopped

13Ratio of InteractionThe behavior you attend to the most will be the one that you will see more of in the future.

Important Point #214

Stacie:

14Ratio of InteractionsThe single most important thing that a teacher can do to improve the overall behaviors of students in their classroom is

increase the number of positive interactions they have with each student.

Leads to a more positive relationship with students. 15Positive or Negative?Common Comment:But, I am not a negative teacher. I really am a positive person...

16Positive or Negative?The concept of Ratios of Interaction is relevant even for warm, friendly, inviting, positive, and caring educatorsMajority of the negative interactions are gentle remindersYou need to get back to work now.No, put that away please.I asked you to go back to your seat No, you need to put that book away and work on this assignment

Read through each of these bulleted statements with a calm, friendly voice. They can sound friendly, but are still attending to the negative, not the positive!174:1 Ratio, Its not Just for Kids

Business Teams:High Performance= 5.6 positives to 1negative Medium Performance = 1.9 positives to 1 negative Low Performance= 1 positive to 2.7 negatives

Losada, 1999; Losada & Heaphy, 2004

Successful Marriages:5.1 positives to 1 negative (speech acts) and4.7 positives to 1 negative (observed emotions)

Gottoman, 199418

The 4:1 is definitely not just for kids. Holding the same true for our colleagues and loved ones makes a difference for all.

One ISD put reminders around their entire buildingjust a simple sign with 4:1 on it to remind colleagues to keep that ratio with each other as well as students.18Rating InteractionsTo determine whether an interaction is considered positive or negative always ask yourself this question:Did the child get attention while engaged in positive behavior or negative behavior?Was the child doing what I requested be done when I gave him/her attention?

19Indicate if the following interaction is positive or corrective:

Mr. Turners class is engaged in independent seatwork. As he is assisting a student with a question, Mr. Turner looks up and realizes that James is standing at the window watching the lawn mower go by. Mr. Turner walks over to James and quietly asks, Hey buddy, where are you supposed to be?

20 Stacie: Have participants discuss with their partner or table for a few seconds, then ask them to give a thumbs up for positive, thumbs down for corrective. 20Indicate if the following interaction is positive or corrective:

While students are engaged in partner reading exercises, Ms. Hamm pulls a small group of students to provide explicit instruction in decoding skills. At a break in the instruction, she looks up and says, Jon is focusing on his assignment.

21 Stacie: Have participants discuss with their partner or table for a few seconds, then ask them to give a thumbs up for positive, thumbs down for corrective. 21Indicate if the following interaction is positive or corrective:

Mrs. Hixson is reading a book to her 1st grade class at circle time. After reading the first page, she asks her students, What do you think will happen next? Ashley, without raising her hand, proudly states, I think the wolf is going to learn how to read! Mrs. Hixson replies, Ashley, that was an excellent prediction! How thoughtful!

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22 Stacie: This slide is a trick question. Click once and the question mark will appear. For this example there is not enough information. If the teacher had expectations and rules set about hand raising, this would indeed be a corrective/negative interaction because the teacher is attending to the student when they are engaged in negative behavior (blurting out). If there are no rules or expectations about hand raising, this would be considered a positive interaction. 22For students who repeatedly demonstrate minor or major misbehavior, they will require even more immediate and specific feedback when they engage in the expected behavior

23Common ConcernsAs a leadership team, you may encounter staff members who have concerns about implementing PBIS.

You must be prepared to respond to their concerns.

24With your Partner:Read through each of the statements on the next 2 slidesHow might you respond to staff with these concerns?

Partner

25Pairs discuss and brainstorm ideas for responding. Have table teams talk through slides, discussing what appropriate responses to each concern might be. Go through each one asking for comments/concerns on each and show the possible recommended response.

Common ConcernAppropriate ResponseShouldnt children this age already know what is expected of them and how to behave? Behavior that is acknowledged is more likely to occur again.Behavior that is ignored is less likely to be repeated.No good behavior should be taken for granted or it may decline.

Praising feels unnatural. Wont kids think it sounds phony? The more you praise, the more natural it will feel.If you praise appropriate behaviors that truly happened, there is nothing phony about it.Kids who get praise will tend to praise others.Isnt praise manipulative or coercive? The purpose of praise is to reinforce and increase positive behavior with the students knowledge.Praise helps clearly describe expectations so that the student can successfully meet them.26 Trainers: Have table teams talk through slides, discussing what appropriate responses to each concern might be. The slides are animated, so as you debrief as a group, participants can compare their responses to the suggested ones. The pacing guide allows 10 minutes for this activity, including discussion and debriefing.

The participant workbook has a full page dedicated to these common concerns with the appropriate responses revealed. Please try to have participants generate their own responses before they look at this page.

The point of this activity is to really help prepare leadership teams to address some of the concerns and resistance they may face back at school.26Common ConcernAppropriate ResponseIsnt giving a reward like bribing students to do what you want them to do? A bribe attempts to influence or persuade someone to produce a desired behavior that hasnt yet happened.A reward reinforces a desired behavior that has already happened.The definition of a bribe states it is an incentive to do something wrong; illegal, unethical, or immoral. That is NOT what we are doing!Wont students come to depend on tangible acknowledgement? Do extrinsic acknowledgements decrease intrinsic motivation? Tangible acknowledgement should be accompanied with verbal acknowledgementWhen a message that recognizes a students efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened.Shouldnt tangible acknowledgements be saved for special achievements? By acknowledging only big behaviors, we send the message that every day behaviors are not important.Small steps on the way to achievement need to be recognized.Do students in middle and high school still need acknowledgement?People of all ages, including adults, need to be acknowledged for their efforts.Students of all ages need recognition, praise, and acknowledgment, particularly during the difficult transition of adolescence.27 27 Praise should be...

contingent: occur immediately following desired behavior

specific: tell learner exactly what they are doing correctly and should continue to do in the future Good job (not very specific) I noticed how you are showing me active listening by having quiet hands and feetand eyes on me (specific)

Simonsen & Fairbanks, 2006Specific and Contingent Praise

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Two main points are covered here:Praise should happen immediately following the desired behavior, or while the behavior is displayed. Acknowledging desired behaviors long after they have occurred will not have as powerful of an impact and will not draw the attention of others to the desired behavior as effectively. Praise should be specific and tell the student exactly what they have done well. Notice the difference in the two examples above. By just saying good job we have not indicated to the student what behavior they have done well. The more specific praise statement makes it clear to the student and others exactly what expected behavior was demonstrated and we would like to continue to see.28S B I ModelS: Describe the Situation or SettingB: Describe the Behavior, what you saw or heardI: Describe the Impact of the behavior - who or what was impactedSource: Center for Creative Leadership, Feedback That Works29

Pam: How you interact with each other and with students is one of the most important parts of PBIS and creating a healthy, positive culture in your school.

We spend a lot of time on this in CHAMPS training.This is one way you might think about how to give students positive feedback.

29S-B-IWhen the bell rang, you turned in your work and went straight to your seat. You followed the class procedures exactly. That showed self-control.

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30Todays OutcomesFinalizing Behavior MatrixMaking Expectations VisibleIdentifying an Internal Coach/Team LeaderTeaching Behavioral ExpectationsMonitoring Expected BehaviorDeveloping your System to Acknowledge/Encourage Expected BehaviorCorrecting Behavioral Errors-Continuum of ConsequencesUsing Data for Decision-MakingTeam Action Planning

31 Products for Acknowledgement System A formal plan for increasing the amount of positive interactions all adults have with students in the school (4:1 ratio)

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One reason to have a formal acknowledgement system in place is so that adults are more aware of their ratio of positive to negative interactions with students.

32 Products for Acknowledgement SystemThe systematic ways in which students are provided positive feedback for demonstrating the behavioral expectations will be the basis of an acknowledgment system

Note: until the ratio of positive/negative interactions is 4:1, a visual prompt (i.e. slip, ticket) may need to be used by adults and given to students 33

33Continuum of Acknowledgements Nonverbal Verbal Tangible34

Our SWPBIS System should include opportunities praise along the whole continuum: nonverbal, verbal, all the way to tangible items. It is this end of the continuum that we are focusing on now; the tangible acknowledgements.34Bottom LineAn extrinsic acknowledgement system provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix35

Please note that until there is data to establish that the school consistently has a 5:1 ratio across all setting and all staff, the use of the extrinsic acknowledgment system is in place to provide adults with the visual prompt to provide ALL students with specific, verbal feedback regarding the students demonstration of the behaviors defined on the matrix.Research shows that even though many of us are approaching having a 4-1 ration, a formal acknowledgement system helps to solidify that. Many school have this in place35

Acknowledge and Recognize

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36Here are some example of what other schools are doing.Acknowledging Appropriate BehaviorDevelop a system that makes acknowledgement easy and simple for students and staff.Every faculty and staff member acknowledges appropriate behavior.4 to 1 ratio of positive to negative interactionsEvery student should be acknowledged regularly (at least every 2 weeks)Include different strategies for acknowledging appropriate behavior (small frequent rewards more effective)Beginning of class recognitionRafflesOpen gymSocial acknowledgement37

37Remember we are working toward the 4:1 ratio and a reward system will help us be more aware of our ratio. The guideline listed with the third bullet reminds us that EVERY student needs to be acnowledged. This means the difficult students as well. In fact those who have a hard time following expectations need to have even more positive reinforcement when they do follow the expectations. They are often seeking attention and we need to show them that are more likely to receive attention for following the expectations than than when they are not. School-wide Acknowledgement System Walker, Colvin, Ramsey (1995)Key Features:Title that captures purpose of awardCaught-in-the-ActBig REDS REDSThumbs-UpAcknowledgement that student will receive:Certificate, coupon, privilege, stickers, raffle ticket (should be of value to students)38

38Slides 34-35 introduce 5 key features teams will need to consider and include in their acknowledgement system.

Possibly Big Reds ticket or REDS ticketSchool-wide Acknowledgement SystemCriteria definitionHow are acknowledgements givenWhat is the goal for rate of deliveryHow does a student receive an acknowledgementShould be implemented consistentlyPresentationLocation and form in which acknowledgement is deliveredClassroom, privately, school assembly39

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Quick Acknowledgements

40 40Again, more examples.

Many schools use a ticket systemTied into school expectationsSpecific feedback on students behaviorProvides visible acknowledgement of appropriate behavior for studentHelps to remind staff to provide acknowledgements

Jose R.L.M.41

41Training staff will be essential so there is consistency with all acknowledgements being tied back to schoolwide expectations and acknowledgements including specific feedback around what behavior the student displayed. How Tickets Should Be UsedExamplesNonexamplesTied to demonstration of schoolwide expectations

Target ALL students

Tied to verbal acknowledgement

Acknowledgement should occur immediately after the behavior

Acknowledgement should be specificTaking away incentives previously earned

Attempting to motivate by withholding the incentives

Acknowledgement only given at the end of each week

Vague acknowledgements

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42Tickets used in raffle or to purchase items from school store

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To Raffle or not to Raffle? 43So we acknowledge expected behaviors with ticketsthen what??Here are some examples of how tickets may be used.Acknowledgements at Milwood Middle SchoolLocker Whiteboard w/MarkerGel PenGummi-WormsWrist watchLocker mirrorJolly Rancher Sour BlastsMiddle School Year Book

Large Hershey BarBasket BallHomies Notebook FolderColored PencilsCurly NoodlePersonnel StaplerPocket OrganizerMike and Ike CandyPersonal NotebookPackage of Animal CrackersSoft Grip Mechanical PencilsLizard PenHooded Sweatshirt w/ school logo

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44Milwaukee HS Video

45 45Raffle System at Shettler ElementaryFront

Back46

46Insert videoCelebrations based on Meeting Behavior ExpectationsLoftis ElementaryDecember- Snacks, prizes, awardsJanuary- Movie and popcornM. L. King Elementary Celebration dance activity47 47These are videos on celebrations. A way to show how we are acknowledging students.

Lincoln Park C.R.E.W. Member Acknowledgement ActivitiesMonthly for students earning 4 C.R.E.W. tickets in the month.Outside station activities-chalk, bubbles, jump rope, kickball, soccer, basketball Extra recess with high school monitorsIce cream scooped by administrationHigh school Christmas choir Dance with silly songsClimbing wall/parachuteHomework passBoard game day Kickboxing

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48Bottom right picture:each CREW member is given tape to tape principal to wall

Green Meadow ElementaryCutting the Principals 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.

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49Another exampleMake it easy to Acknowledge

Visual reminders for staffTickets and pen on lanyardComputer Printed stickersStacks of tickets glued on edge50

50What ever system your teams decides on, one key to it being consistent and successful is to make it easy to use! Tickets should be accessible at all times and should not be cumbersome to fill out.

Parent/Teacher Association provided teacher name stamps

Award tickets and criteria on lanyard

Write out class tickets for week, acknowledge when appropriate, check the names that remain51

51Note the ways that schools have made their systems easy to use.

GoalPublic Feedback on Following Behavior Expectations

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52This slide show ways that schools publicly display their acknowledgement system in their school.This can help keep track of who has gotten tickets, and who has not. This is to inform the teacher that he/she needs to make sure he/she acknowledges ALL students.

Be careful with public displays. Student privacyShould never cause anxiety, embarrassment, etc.

If we as staff do a really good job with this, the most difficult students will receive way more tickets. At times, if that is your focus, you may even overlook students who tend to make better choices. SO, the purpose of this is to keep staff on track.

Think about a system to track/document how many each staff member has given out to ensure fidelity. School-wide Acknowledge Plan: Example #1TitleGotchaCriteriaDemonstration of school-wide expected behaviorPresentationIndividual staff memberAwardSign in the honor roll log at officeStickerMonthly raffle at awards assemblyDisseminationSigned awards log kept at office (name and room number)53

53A full example of a SW Acknowledgement Plan is on page 18 in the Participant Workbook.Task:Create an School-wide Acknowledgement System (quick and less formal system such as gotcha tickets)Use the Schoolwide Acknowledgement System Planning Form to document your planDetermine how you will communicate and get staff feedback for the plan.Intended Outcome:Team begins to develop an informal acknowledgement system and determines how the system will be shared with the staff and feedback given.

Team Time54

54Here is the Team Time to create the Acknowledgement System. Allow 15 minutes for this team time. If you get through the slides faster, teams can have a little more time. Hand out of form to follow.Special Certificates

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55The next four slides introduce more formal acknowledgement systems and provide some examples of special acknowledgments. Move through the slides quickly so teams have 15 minutes for the team time.Class-wide Acknowledgement

Holland HeightsSpecial Lunch Table for Class with Most TicketsLincoln ParkIce Cream Treat56

56Student of Month:May add behavior/ social component to selection criteria

Portage High School57

57Title: Self-ManagerCriteriaSatisfactory gradesFollow school rulesNo discipline referralsClass work completedFive staff signatures (for example, teacher, teaching assistant)Students listed in office for all staff to reviewPresentationMonthly award assemblyAwardButtonPrivilegesIn hallways without passEarly lunchSelf-manager lunch tableEarly release (1-2 min. max) from class when appropriateDisseminationHonor list in classroomParent notes

58School-wide Acknowledgement Plan: Example #2 more formal system 58Some schools go a step beyond and have more formal systems with additional criteria. If it helps to get buy-in with staff.A formal system excludes the most challenging students. Do not have this type of criteria/system unless you have a really well functioning less formal system.

External Support

Thank You Note

Community SponsorIn one school, 8th grade language arts students write community organizations for support of reward program59

59Some schools get creative in the ways they acquire items for awards. Donations from the community, fundraisers, etc.Acquiring back-up itemsSome 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 kids meals)Other students can then purchase these with the tokens earned by following the school rules

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60Another creative idea.Low Cost Reinforcers

Positive parent telephone contacts with students present Coupons Extra P.E. (Music, Art, Computer) Sit by a friend for a class period Use teachers chair at students desk Sit at teachers desk Lunch with teacher-once a month Earned activity period for a preferredactivity Early release pass61

When Selecting Reinforcers. . .

Remember: Not everyone is reinforced by the same rewardTry to personalize the reinforcers by offering varietyRotate through different reinforcers so options vary throughout the year

Refer participants to the Free Rewards for Students Sheet.

61Getting students involved

Five student names are selected from mug. These students then identify others who have followed the school rules.62

62This shows a ways to get students involved at the elementary level.

Acknowledging Staff Behavior

Beach staff recognition lunchOakland Schools certificate of trainingFranklin staff acknowledge each otherParchment Central staff celebrationShare Data with Staff63 63This is important to point out. Some schools forget to acknowledge the staff. For Franklin staff, the principal was a subsitute for the teacher for a half-day. 35 Free or Inexpensive Rewards for Adults in the Building Adult gets to pick what the topic for a faculty meeting is going to beAdult gets to rent the principals chair for the dayAt Family Math Night all the adults are highlighted in a video montageBulletin board highlighting staff of the day showing treasures provided by their family (surprise) If you have about 90 staff members one every other day would workDim the lights in the staff lounge and get a volunteer masseuse to come provide 5 minute neck rubs during planning periods Play restful musicDonut day These donuts are in honor of Peggys contribution to the PTODuring morning announcements highlight something that an adult in the building did and tell why Duty free lunch periodFind a beauty school and get someone to volunteer to come in and do 5 minute manicuresFlowers on the desk from someones garden (with permission)Get a donation of a shopping cart to keep at the school for adults bringing in huge loads of suppliesGolden plunger award from custodian for classroom that was the cleanestGolden spatula award from cafeteria staff for most polite class of the week

GOOSE Get Out of School Early No staying for the 30 afterHave the principal make up a rap song about being cool in school and perform in on the CCTV for the school Staff of the Day get to be background dancersLimo ride to school and home for staff of the day This sounds weird but funeral parlors will sometimes provide this service for free if they arent using the cars that day Dont Tell rule appliesMini-fridge for a week in the adults office area filled with his or hers favorite drinkOnce a month host an ice cream social with a sister brother school. Alternate school each month and let teachers tour getting ideas from each other on lesson plans, bulletin boards, etc. I Spy something great Id like to duplicatePermission to leave the building at lunch time for lunch off campusPlan a big faculty meeting or in-service at someones house with a pool and a grill instead of sitting on the dot seats in the cafeteriaPrincipal and staff member trade jobs for a dayPostcard sent home detailing something admired in the adultPreferred parking spacePrincipal institutes a pineapple upside down day Everyone comes in and is assigned a different job for half a day Everyone has to have their job description or lesson plans written down step by stepPrincipal kidnaps a class after PE or recess and take them somewhere else. Send a messenger to the teacher telling him or her to put their feet up for 20 minutes. Teach a lesson to the class on something of interest to you American History Art etc.Principal leaves love notes on adults desks not the 6:00 news kind the kudos kindPrincipal takes over morning or afternoon duty for an adult in the buildingPrincipal writes lesson plans for teacher for one periodPTO designs 4 strokes for every poke lanyard for all adults in the buildingPTO takes turns baking a casserole once a week for an adult gotcha receiverScrape ice off windshield of Staff of the Days carSneak into the school over the weekend and write a note on each classroom white board telling them to Have a Great WeekSpecial table outdoors for teachers to enjoy sunshine during lunchSurprise an adult in the building by letting two or three students wash their car be careful on this one though There are also services that come on sight and wash cars for a fee possibly PTO could sponsorValet parking for a day64 Refer to list of free and inexpensive rewards for students and staff in stapled packet.64Important Considerations for Student AcknowledgementsMake sure that the acknowledgements are tied into the behavior expectationsAcknowledgements are for students doing well (prevention) and students with behavioral difficulties (intervention)65

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