“Good morning, class!” “Good morning, class!” Teachers report that when students are greeted...
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“Good morning, class!” “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning
Good morning, class! Good morning, class! Teachers report that
when students are greeted by an adult in morning, it takes less
time to complete morning routines & get first lesson
started.
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Procedures for Encouraging SW ExpectationsProcedures for
Encouraging SW Expectations 1.School-wide action plan for classroom
management practices and procedures based on results from Classroom
Self-Assessment 2.Definitions and processes for responding to
classroom versus office-managed (minor) or administrator-managed
(major) violations of behavior expectations. 3.Data system in place
to monitor office discipline referral that come from classrooms
4.Procedures in place for obtaining behavior support for students
whose behaviors are not responsive to classroom-wide management
5.Schedule for initial instruction 6.Schedule for regular review,
practice, follow-up instruction 7.Agreement by >80% faculty and
staff 8.Schedule for continuous evaluation of effectiveness,
efficiency, and relevance of teaching 9.Included in school
publications (e.g., handbooks)
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Procedures for Encouraging SW Expectations-Focus Areas
Contextually/culturally appropriate (e.g., age, level, language)
Involvement by staff, students, and families in development
Teaching matrix, procedures, and schedules developed for teaching
school-wide behavior expectations in typical classroom contexts and
routines 4.Prompts (reminders and pre-corrections) for display of
behaviors in natural contexts and routines 5.Feedback (corrections
and positive acknowledgements) for displays of behaviors in natural
contexts and routines
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RewardsWhy use them?RewardsWhy use them? - No inherent negative
property of rewards - The argument against rewards is an
overgeneralization based on a narrow set of circumstances (Cameron,
2002) Items to Remember Natural consequences are varied,
unpredictable, undependablenot always preventive Knowing does NOT
mean will do Rewards = Tangible, Verbal feedback, Social
Rewards
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RewardsAre they effective? Rewards Used Poorly if Ambiguous
Punishing Delivered briefly and then removed Rewards Used
Effectively if The goal is to build/sustain new skills Contingent
on specific behavior Delivered soon after behavior Age appropriate
Delivered frequently Adapted from MN PBIS Training, 2008
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904 3,569
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Star StudentStar Student
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Ticket SystemTicket System Tied into school expectations
Specific feedback on students behavior Provides visible
acknowledgement of appropriate behavior for student Helps to remind
staff to provide acknowledgements
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Schoolwide quick acknowledgements Rewards that are quickly
presented in the presence of the behavior
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The Lucky Winner IsThe Lucky Winner Is McCormick Elementary
School, MD
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Green Meadow Elementary Cutting the Principals Tie 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. Raffle System
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BUS BUCKS Springfield P.S., OR Procedures Review bus citations
On-going driver meetings Teaching expectations Link bus bucks w/
schools Acknowledging bus drivers SUPER SUBSLIPS Empowering subs in
Cottage Grove, OR Procedures Give 5 per sub in subfolder Give 2 out
immediately POSITIVE REFERRALS Balancing pos./neg. adult/student
contacts in OR Procedures Develop equivalent positive referral
Process like negative referral
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1 FREE PERIOD Contributing to a safe, caring, effective school
environment Procedures Given by Principal Principal takes over
class for one hour Used at any time GOLDEN PLUNGER Involve
custodian Procedure Custodian selects one classroom/ hallway each
week that is clean & orderly Sticks gold-painted plunger with
banner on wall G.O.O.S.E. Get Out Of School Early Or arrive late
Procedures Kids/staff nominate Kids/staff reward, then pick DINGER
Reminding staff to have positive interaction Procedures Ring timer
on regular, intermittent schedule Engage in quick positive
interaction
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Carnival The Great North Elementary Get Together
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Tiger CouponsTiger Coupons Name______________ Grade____ H
elpful O Ki N dness O R espectful C aring O D edicated to Learning
E Teacher Signature _________________________
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Reward MenuReward Menu Redeem Coupons Student input Weekly and
Monthly incentives Spring kick-off Track Positive Behavior
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Staff Reward SystemStaff Reward System Top Tiger Award Weekly
staff meetings Staff select one another The goal is to increase
positive interaction among staff and to recognize one another for
work and dedication Administration covering class periods Drawing
for Staff from tickets/coupons
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Rewarding Staff Behavior Beach staff recognition lunch Oakland
Schools certificate of training Franklin staff acknowledge each
other Parchment Central staff celebration Share Data with
Staff
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Make it easy to use rewards Visual reminders for staff Tickets
and pen on lanyard Computer Printed stickers Stacks of tickets
glued on edge
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Summary We place students at great risk by not using rewards.
The claim that rewards are dangerous are vastly over-stated Rewards
can create reduction in desired behavior, especially when (a)
delivered globally, (b) delivered in a manner that creates
physiological pressure, or (c) when a lesser level of reward is
provided (e.g. punishment).
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Next StepsNext Steps Roundtable discussion Current/future SW
positive reinforcements Develop implementation plan/set goals Who,
What, Where, When, How Resources SWPBS Workbook 64 and 65 Appendix
A, Pg. 8,9 Reward Examples (Elem, MS, HS levels)