F. Reward/Recognition Program Established

November 2011

Core Feature

PBIS Implementation Goal

F. Reward/Recognition Program Established

22. A system of rewards has elements that are implemented consistently across campus.

23. A variety of methods are used to reward students.

24. Rewards are linked to expectations and rules.

25. Rewards are varied to maintain student interest.

26. Ratios of acknowledgement to corrections are high.

27. Students are involved in identifying/developing incentives

28. The system includes incentives for staff/faculty.

Objectives

• Understand why it is important to develop a school-wide acknowledgement system

• Identify the guidelines for developing a school-wide acknowledgement system

• Develop a school-wide acknowledgment system

Why Develop aSchool-wide Acknowledgment System?

• Increases the likelihood that desired behaviors will be repeated

• Focuses staff and student attention on desired behaviors

• Fosters a positive school climate• Reduces the need for engaging in time

consuming disciplinary measures

Reinforcement is a practice used inside and outside education

• Safe driver discounts

• Insurance discounts for taking Defensive Driving course

• Incentives for being a responsible customer

• Tax coeds are structured to promote certain behavior

• Merit pay and performance bonuses

• Reduction in sentence/time off for good behavior

• Dress-down Fridays

• Reward for turning in tax cheats

“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.

How will we acknowledge students?

• Consistently school-wide• At a minimum, use immediate positive praise

statements for school-wide expectations and rules/behaviors on the teaching matrix

• When we (adults) change shift our focus from giving most of our attention to misbehavior to acknowledging positive behaviors, we change student behavior on our terms

(Sprick,& Garrison, 2008)

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Practice Snapshot for Behavior Specific Praise Statements

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How do we use praise/feedback as a part of our acknowledgement system?

• Use behavior-specific, contingent feedback usually most effectiveo Teacher describes expectation, rule, behavior very

specifically• Delivered in close physical proximity• Delivered in a way that is acceptable to

individual student

(Gable, Hester, Rock, & Hughes, 2009 )

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Why focus on Behavior Specific Praise Statements (BSPS)? Snapshot

The research supports the use of behavior specific praise statements to:

• teach new behaviors and support maintenance of acquired behaviors (Mesa, Lewis-Palmer, & Reinke, 2005)

• to increase on-task behavior (Fullerton, Conroy, & Correa, 2009)

• to decrease problem behavior (Hawkins, & Heflin, 2010; Lampi, Fenty, &

Beaunae, 2005; Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008; Mesa, Lewis-Palmer, & Reinke, 2005; Stormont, Covington Smith, & Lewis, 2007; Sutherland, Wehby, & Copeland, 2000)

• provide increased opportunities for building positive relationships with students

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Why focus on Behavior Specific Praise Statements (BSPS)?

• provide support to students with the most challenging behavior, needing targeted and/or intensive supports, through more frequent behavior specific praise statements delivered contingently for appropriate behavior coupled with less frequent reprimands for inappropriate behavior (supports inclusive practices)

(Lewis, Hudson, Richter, and Johnson, 2004)

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Behavior Specific Praise Statements

• Specific: tells learners exactly what they are doing correctly and encourages occurrence in the future (use language on teaching matrix)

• Contingent: occurs immediately following behavioral or academic expectations – teaching matrix– effort and achievement

• Ratio of 4:1 (positive statements to negative statements) can improve student academic and behavioral outcomes

• Sincere and credible(Gable, Hester, Rock, & Hughes, 2009; Hawkins & Hefflin, 2010; IES Practice Guide, Reducing Behavior Problems in the Elementary School Classroom, September, 2008)

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Effective Praise Statements Less Effective Praise Statements

“Excellent job listening and following directions the first time.”

“Good job!”

“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”

“Excellent!”

“Way to go! You asked for help and completed your math work correctly before the end of class!”

“Good work!”

(Gable, Hester, Rock, & Hughes, 2009)

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What do these words sound like?

“Joe, responded to Jarrod’s request for you to move very calmly using appropriate language-thank you for being so respectful.”

“Thank you for opening your book to learn more about the civil war. That was very responsible of you to follow directions the first time I asked.”

“I could tell that his comment upset you. Thank you for using respectful language to communicate your feelings.”

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• Develop teaching matrix of school-wide expectations and rules/specific behaviors

• Post and teach expectations defined on matrix

• Use words included on the matrix to formulate feedback statements

Connecting the Dots … How will we use the teaching matrix to provide

acknowledgement/feedback/ reinforcement?

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• Use other forms of acknowledgement depending on types of students, staff, school culture

• Students experiencing little success with school, may need tangible reinforcers paired with verbal praise

• In most cases, may need to try both intrinsic (engaging academic lesson plans) and extrinsic (praise, tangibles) motivation

Other forms of Acknowledgement

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Tips for Teachers

• Why traditional types of reinforcement don’t work (i.e. stickers, cookies…) for some students:– The reinforcement is not preferred by the student

– Give the student choices

• Offer 3 choices for the reinforcement and allow the student to pick the one he likes best

• This option will ensure the reinforcement is preferred and give the student a sense of ownership

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Guidelines

Effective reinforcement strategies ….

• Provided frequently during acquisition

• Fade as skill develops

• Avoid comparison/competition across children

• Sincere and appropriate for student’s age

• Includes hierarchy of alternatives

More…

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Guidelines

Effective reinforcement strategies ….

• Reinforce contingent on desired behavior

• Refrain from threatening the loss of tangible reinforcement as a strategy for motivating desired behaviors

• Refrain from taking earned items or activities away from a student

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Examples of Acknowledgement/reinforcementSocial Focus- Relationships with Staff and

Students• Praise (verbal)• Non-verbal• Positive referrals• Special lunch with

staff

• Special events• Tokens• Principal’s 200

Club

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What do you currently have in place?

Acknowledge Expected Behavior

• Tangible rewards/acknowledgements– High frequency tickets, etc. that go into raffles,

function as currency, etc.

• Privilege– Extra gym or computer time, social opportunities,

etc.

• Social recognition– Brag boards with photos, newsletters, good-news

phone calls to parents

Components of School-Wide Reinforcement Plans

• High frequency/Predictable Reinforcers– “Gotchas”, Power Paws, High Fives, positive referrals/phone

calls

• Unexpected/Intermittent Reinforcers– boosters, ticket lottery, special announcement

• Long term Celebrations/Reinforcers– assemblies, breakfast/banquet

Link the Components of the Reinforcement Plan

• Tickets, etc. must be tied to school-wide expectations (the skills taught through “Cool Tools”)

• “Gotchas”/Power Paws must have value (not necessarily trinkets, emphasize social opportunities)-can be used in raffles

• Embed within other aspects of the school culture

High Frequency/Predictable Reinforcements

• Example: Tickets/Gotchas, etc.– Great for providing immediate reinforcement for

expected behavior

– Tangibility & choice give them value

– Provide good opportunity for understanding what behavior was desirable and recognized

Meeting Token System Challenges

• Token System:– Refers to a reinforcement system that works in the same

manner as money, where a “token” can be redeemed for “things” or “experiences”

• If tangible tokens are used:– Ensure an adequate supply

– Take steps to prohibit counterfeiting

– Develop a system for “spending” tokens

– Establish an efficient system of record keeping

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Example: How to provide acknowledgement with

tangibles• Staff trained to immediately acknowledge:

– Identify behavior and expectation observed

– Give verbal/social behavior specific praise statement (BSPS)

– Pair BSPS with a token for access to another tangible reinforcement

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Super Sub Slips”

• Empowering subs in Cottage Grove, OR

• Procedures– Give 5 per sub in subfolder

– Give 2 out immediately

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Ideas to share…..

“Positive Office Referral”

• Balancing positive/negative adult/student contacts

• Procedures– Develop equivalent positive referral

– Process like negative referral

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2000-2001 Gotchas, Level 1, & ODR per Day per Month

0

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Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

# p

er D

ay Gotchas

Level 1

ODR

~10 positive : 1 correction

Other Effective Strategies

• Positive parent telephone contacts with students present

• Coupons – Notice the focus is on student engagement, school connectedness– Extra P.E., art, music– Board game day with friends– Can use to purchase ticket to school event instead of money– Lunch with favorite teacher– Lunch with friends

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Intermittent Reinforcements

• Example: Raffles, School Store, Gotcha Announcements

– Less predictable

– Continues to offer choices to students

– The reinforcement is in the opportunity

Long Term Reinforcements

• Example: Regularly scheduled positive behavior events– Are in part to make sure we recognize the

students who are always doing the right thing– Helps to teach students delayed gratification and

goal setting (enduring performance)– Important that this is not the only part of a

reinforcement plan

Acknowledging Staff

• Keeping staff motivated is just as important to the PBIS process as motivating students

• Utilize community resources and local businesses

• Incentives for staff that have worked at other schools include:– After School Ice Cream Social– Leave 5 min early pass– Special Parking Spots– Recognition at faculty meetings

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Supporting Staff to Implement Consistently

• All faculty and staff must be given support on the “mechanics” of using acknowledgement or reinforcement.o Focus on accomplishments (behavior specific

praise)o Focus on expectations (effort, hard work,

cooperation, kindness, responsibility)(Sprick, & Garrison, 2008)

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Observation Feedback- BSPS Snapshot

Date:

Strategy: Positive Feedback Ratio 4:1

Frequency Comments

Specific, positive feedback (BSPS)

Negative feedback

Ratio of specific, positive feedback to negative feedbackPositive : Negative Ratio =

Measureable Goal: 36

TEAM BUILDING EXERCISEThe Flattery Game

The Flattery Game

• One post-it-note for each of your teammates• 5 minutes - think & write one positive trait for each one of

your teammates• Be specific with how the positive traits help the team. No

one-word positive traits (i.e. “nice” is not acceptable) Refrain from comments on appearance/physical attributes

• Every one gets up and puts the positive traits on their teammates’ back - no peeking to see who put what post-it-note on you!

• Positive traits will be reviewed once everyone is done posting them on each other

Team Building Exercise

• How did it feel?

• Did you learn about a strength you have that you did not know about?

• Any other observations?

Activity F1Current Practice• How are students and teachers acknowledged?• What roadblocks and challenges would you predict with

instituting an acknowledgement program? How will you overcome such challenges?

• How will we provide specific, direct and frequent feedback implemented consistently?

• What strategies will we use to maintain 4:1 ratio?• Design Acknowledgement System• Review Examples• Develop Action Steps

Your Turn: Action PlanningUsing the Action Plan in the handouts

Step 1• Self Assess- Current StatusStep 2• Use Activity 6 to BrainstormStep 3 • Identify 2 Action Steps to develop this yearAttention Recorder- transfer action steps onto your

action plan!!!