Coordinator Flex Scott Eckman, Jenny Fundus October 22, 2013 October 24, 2013

Coordinator Flex

Scott Eckman, Jenny Fundus

October 22, 2013October 24, 2013

Purpose

Purpose: To build understanding of behavior strategies and interventions to use during informal appraisals and team behavior planning.

Tier 1 strategies

Promoting a 4:1 positive to corrective ratio

Tier 1 Supports (BoQ) -- Classroom Systems, Acknowledgement Program

Established

Essential ComponentsEssential Components:Leadership teamStaff Commitment Expectations and RulesLesson Plans for teaching expectations/rules

Acknowledgement Program establishedEffective Procedures for dealing with disciplineData Entry and Analysis

Classroom systemsEvaluationImplementation Plan

Benchmarks of Quality

Benchmarks Classroom teachers use immediate and specific praise

Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors

System of acknowledgement implemented consistently across campus

A variety of methods are used

Ratios of acknowledgement/reinforcement to corrections are high

What is acknowledgement?

• Acknowledgment: responding to student behavior (verbal or gesture) in a way that

provides attention

for positive/desired behavior or problem/non-desired behavior.

Why focus on positive acknowledgement?

Why?

What does it look like?

GENERAL:Verbal or Nonverbal

Nice JobAwesomeThat’s rightGreat work!High fiveNodSmileFist bump

SPECIFIC:Verbal

Nice job passing out papers

I appreciate how you picked up your materials

You did great work as a group by letting everyone contribute

Consider giving a reason:, and attaching a positive consequence:

Jack you did a nice job (general)…….sharing your opinion in a calm voice (specific)……when you share your opinion in a calm voice people are more likely to listen to your ideas (reason)……… because you did such a nice job sharing your opinion, you have earned a panther paw (positive consequence)

Example from Boys Town

What does a student hear?

• In the morning• On the bus• Arriving at school• In class• Lunch• Recess• After school• Home

What does a student hear?

Wake up!Hurry, we’re gonna be late

Eat your breakfast

Brush your teeth

Sit downBe quiet

Where’s your homework?

Stop talkingGet your book out

Pay attention

Go to the buddy room

Good morning

How are you today?

Good job!

Good to see you

Thank you!Do your homework

Go to bed

Think time

Time out

Put your head down

Keep hands to self

Walk in the halls

Great work

Pick up your mess

How?• Pay attention to What you Want to See

• Keep it genuine; not the same for all kids

• Negative interactions are not wrong and are sometimes necessary; the key is the ratio

Ways to promote 4:1 ratio

• Post a visual reminder to praise students• Praise in Pairs: after praising one student, find

another student exhibiting similar behavior to praise

• Get creative: gestures (thumbs up, Ok sign, clapping, nod, high five), tangibles, points towards a whole class or individual reward, contacting parents, etc.

Visuals

4 to 1

Ways to Monitor 4:1 ratio

• Move pennies/paperclips from one pocket to the other based on positive and negative acknowledgements

• Index Card Tearing (long side for positive, short side for negative)

• Hash marks on tape on your arm

Using Evernote

Use sticky notes to tally positive and corrective interactions….Use the Post It note camera in Evernote to organize and keep track

Class Dojo

example

Form for teachers

Example

Classroom Observation

Incorporate your building-wide Acknowledgement system

• Your “gotchas” are a great reminder for staff to give positive reinforcement to students

Frequently asked Questions about Acknowledgement

• What can we say to staff if these questions come up?

Question 1

Shouldn’t children this age already know what is expected of them and how to behave?

Answer: 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

Sprague & Golly (2004)

Question 2

Praising feels unnatural. Won’t kids think it sounds phony?

Answer: 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

Sprague & Golly (2004)

Question 3

Isn’t praise manipulative and coercive?

Answer: The purpose of praise is to reinforce and increase positive

behavior with the student’s knowledge

Praise helps clearly describe expectations so that students can successfully meet them

Sprague & Golly (2004)

Question 4

Isn’t giving a reward like bribing students to do what you want?

Answer: A bribe attempts to influence or persuade someone to

produce a desired behavior that hasn’t yet happened.

A reward reinforces a desired behavior that has already happened.

Sprague & Golly (2004)

Question 5

Won’t students come to depend on tangible rewards? Don’t extrinsic rewards decrease

intrinsic motivation? Answer:

Tangible rewards should be accompanied with social rewards.

When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened.

Sprague & Golly (2004)

Question 6

Shouldn’t rewards be saved for special achievements?

Answer: By acknowledging only the “big” behaviors, adults send the

message that everyday behaviors of courtesy, responsibility, and respect are not important.

Small steps on the way to achievement need to be recognized.

Sprague & Golly (2004)

Question 7

Do students in middle and high school still need acknowledgement?

Answer: People of all ages, including adults, need to be recognized and

acknowledged for their efforts.

Students of all ages need recognition, praise, and rewards particularly during the difficult transition of adolescence..

Sprague & Golly (2004)

Best Practices

• I-FEED-V (Loveless, 1996, p.60-61)– Immediately– Frequently reinforcing students– Enthusiasm– Eye contact– Describe the behavior– Variety

Best Practices (cont.)

• Praise in public, correct in private• Praise immediately (catch kids being good)• Praise frequently (new skills are acquired

quicker)• Praise when it’s earned• Praise the behavior

Randy Sprick

Article

Communication• Who communicates student plans?

• Who communicates tier 1 strategies to parents, students and other staff members?

• How does communication occur?

• When does communication occur?

How’s that working for you?

The Dr. Phil Question

Why is Communication Important?Communication, Links to all levels of the organization –

Because you have a unique perspective and understanding of the organization that others above and below you may not have, you should strive to use your knowledge not only for your own advantage but also to communicate both up and down the chain of command. The biggest job in getting any movement of the ground is to keep the people who form it. This task requires more than a common aim; it demands a philosophy that wins and holds the peoples allegiance; and it depends upon open channels of communication between the people and their leaders.

-John Maxwell, 360 degree leader

Reflection

• How can you improve your communication with others about Tier 1 supports?

• How can you empower others to use their knowledge about tier 1 supports both up and down the chains of commands?

Putting It Altogether-AppraisalsThe purpose of the LPS appraisal program is to provide data that will:

• Enhance the growth and development of staff. • Result in continuing communication between appraiser and

appraisee. • Identify district performance expectations being exceeded, met or

needing improvement. • Determine employment status.• Inform staff of district and building emphases and assist personnel

in achieving them. • Help staff integrate personal, district, and building emphases.

Noting Tier 1 Supports• Domain 1: Planning and Preparation

– Appropriately planned/content standards lesson • Domain 2: The Classroom Environment

– Effective classroom management– student centered– Motivation/praise – Conducive learning environment Individual differences recognized

• Domain 3: Instruction – Maximized time for learning Active teaching/facilitation– Varied approaches to teaching and learning – Critical thinking/problem solving – Assessment/instruction aligned Objectives/expectations stated – Student involvement – Student engagement/success experienced – Questioning strategies/inquiry – Individual differences recognized

Comment Section• Domain 1 Planning Preparation

– Students seemed to understand classroom procedures because 19 out of the 20 students came into class and started on the beginning classroom activity.

• Domain 2 Classroom Environment– The Dawes common expectations were posted in Mrs.__

classroom. Before beginning the lesson, Mrs. _reviewed the skill of the week.

• Domain 3 Instruction– Mr.__ noticed that Johnny, Timmy and Carol were talking

during instruction. At work time, Mr. __ approached the three students. In a quiet conversation he reminded them about the 3 expectations: Be Safe, Be Responsible, Be Respectful.

Scenario 1

You are in a ___ classroom doing an informal appraisal. You sit in the back of the classroom. The teacher greets the students and begins to introduce __ content. As you are observing the class you notice a young man, sitting towards the back of the classroom, with his hoody of his head and his head resting on his desk. A para educator, walks over to the student and says something (you can’t hear it), then walks off. The student continues to lay his head on the desk. The teacher did not address the student during the 20 minutes you were in her classroom.

Questions• What tier 1 interventions are in place?

• Was the communication between the staff members and/or students effective?

• How would you respond in the teacher’s appraisal about this situation?

Scenario #2

A staff member comes to you because she is upset that Mr. __, resource teacher, has not communicated to her Jenny’s behavioral plan. This is the third time a teacher has came to you to express concerns that Mr. __ hasn’t communicated about student plans.

Questions

• What tier 1 interventions are in place?

• Was the communication between the staff members and/or students effective?

• How would you respond in the teacher’s appraisal about this situation?

Scenario #3

Mrs. __ has expressed several concerns about Jeannette. She tells you that Jeannette is tapping her pencil, sings and talks without raising her hand. You and Mrs. _ decide that you would conduct an informal observation so you can give her feedback on Jeannette’s behaviors. While in the classroom, you notice that Jeannette raises her hand multiple times but isn’t called on. Then she begins to shout out responses. Mrs. __ redirects her, then continues to teach. Jeannette leans back in her chair and begins to sing. Mrs. _walks over and gently taps Jeannette’s shoulder.

Questions

• What tier 1 interventions are in place?

• Was the communication between the staff members and/or students effective?

• How would you respond in the teacher’s appraisal about this situation?

Leadership Wisdom

If you seek to lead, you must first lead yourself—your own purpose, ethics,

principles, motivation, and conduct; only then can you truly lead others in the

direction they should go.-Dwayne Chism

What’s your plan?

• Email your assigned supervisor your plan how you are going to connect tier 1 interventions to the appraisal system. Identify questions or support you need within your plan.