SMARTI
Schoolwide Movement to Achieve RTI
S
PBIS Day 1 and 2
EUPISD
Acknowledgements
The material for this training day was developed with
the efforts of…
•
•
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•
•
•
•
•
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Mary Bechtel
Susan Bogart
Steve Goodman
Anna Harms
Sue Mack
Norman McIntyre
Melissa Nantais
Jennifer Rollenhagen
Kim St. Martin
Brenda Tarsa
Stephaine Williams
Sheila Williams-White
Jerry Zielinski
Content was based on the
work of:
– Rob Horner, Anne Todd,
University of Oregon
– George Sugai,
University of Connecticut
Setting Group Expectations
To make this day the best possible, we need your
assistance and participation
• Be Responsible
– Attend to the “Come back together” signal
– Active participation…Please ask questions
• Be Respectful
– Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
– Share “air time”
– Please refrain from email and Internet browsing
• Be Safe
– Take care of your own needs
When you see this, it means. . .
This is an important idea!
1
Outcomes
By the end of Day 2, participants will have
• A common understanding of the importance of explicit
teaching of schoolwide behavioral expectations and
begun developing lesson plans for teaching behavioral
expectations.
• A common understanding of the need to monitor
behavior as part of the Schoolwide Positive
Behavioral Interventions and Supports (PBIS).
• A common understanding of the importance of
acknowledging appropriate behavior and begun
developing a system for acknowledging appropriate
behavior within their school.
• A common understanding of the use of various
sources of data for making decisions regarding the
implementation of Schoolwide PBIS.
SMARTI
Schoolwide Movement to Achieve RTI
Teaching Behavioral Expectations
EUPISD
2
Agenda
• Teaching Behavioral Expectations
• Monitoring Expected Behavior
• Acknowledging/Encouraging Expected
Behaviors
• Data-Based Decision Making
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we
teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave,
we……..... ……….teach?
………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
Tom Herner (NASDE President ), 1998
Don't Assume
Big Ideas In
Positive Behavioral Interventions &
Supports
•
•
•
•
•
•
Yesterday
Identify & define expectations
Teach expectations
Monitor expected behavior
Acknowledge/Encourage expected behavior
Use data for decision making
Correct behavioral errors (continuum of
consequences)
January, along with classroom
management
28
Teaching Academic and Behavior
DEFINE Simply
MODEL
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
PRACTICE in
Setting
28
Contrasting Positive and Negative
Examples of Behavioral Expectations
• Purpose: to help students better understand the
parameters of what is and what is not the
expected behavior- helps to “Define the Edges”
• Choose examples that best “fit” the general case
of the behavior expectation
• Choose nonexamples that are:
– Close to being examples of expected behavior
rather than outrageous nonexamples
– Typical of what students do when they are not
engaged in the expected behavior
Provide multiple examples and non-examples
This is galoof.
This is galoof.
This is galoof.
Is this galoof?
This is not galoof.
This is not galoof.
This is not galoof.
Is this galoof?
from Engelmann S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene,
OR: ADI
29
Process for Teaching Behavioral
Expectations
• Define the Expectation
• Provide a Rationale
• Teach the Critical Discrimination
– Demonstrate Appropriate Behavior
– Demonstrate Unacceptable Behavior
– Practice telling the difference with multiple
examples
• If there is a “signal” teach the signal (when should
the appropriate behavior occur?)
• Have everyone practice the appropriate behavior
• Acknowledge students for demonstrating
appropriate behavior
Teaching behavior expectations like academic
lessons at Woodward
Hopkins Teaching Expectations
Example
Students participate in
communicating behavior
expectations at Holland
Heights
Parkwood UpJohn
Hillside Middle School
Arcadia Elementary
Milwood Middle School
P
o
s
t
e
r
s
Use Behavior Matrix to Create Behavior Lesson Plans
Location
Expectations

Hallways

Be Safe

Walk

Stay to the r ight

Allow others to
pass
Walk to and from
playground

Keep feet on
floor

Keep hands and
feet to y ourself

Sit with feet on
floor, bottom on
bench, a nd
facing table

Stay within
playground
bound aries

Keep water in
sink


Wash hands
Sit with feet on
floor, bottom on
bench, a nd
facing table

Walk

Use quiet voices

Wait for your turn

Hold door open
for person behind
you
Wait your turn in
lunch line

Use quiet voices

Ask before you
borrow

Keep lockers
closed

Go directly to
your location
Classroom


Keep hallways
clean
Restrooms
Keep all food to
self
Use quiet voices

Playground


Be Respectful
Be
Responsible
Cafeteria


Get all utens ils,
milk etc. when
first going
throug h line
Clean up after
yourse lf

Take turns with
playground
equipment

Knock on sta ll
door

Give others
privacy

Use quiet voices

Flush toilet after
use

Return b orrowed
items
Return to room
promptly

Be on time

Take care of your
property

Play fair-follow
rules

Inc lude everyone

Keep play ground
free of trash

Line up when bell 
rings

Report problems
to an adult
30
Behavior expe ctation or rule to be taught:
Location for exp ectation:
Be Respectful
Hallway
It is important to be respectful to your peers and adults in
school. Using words or actions to harass, tease, or bully another person is inapprop riate and can hurt
others phy sically or emotionally. Negative interactions in the school in terfere with learning and can cause
problems at school and in the community
Rationale- tell why following the rule is important:
Provide examples to help students better understand what is and what is not the exp ected behavior:
Exam ples of exp ected behavior. Choose examples of that best
Non exam ples of expe cted behavior that are:
ŅfitsÓthe general case of what the behavior expe ctation
-More similar to examp les of expected behavior rather
than outrageous nonexamples
-Typical of what students do when they are not engaged in
the expected behavior
Expected
Behavior
Lesson Plan
Sample # 1
Joe bumped into Mary in the hallway and her
books fell to the gro und. She was up set because she
would be late to class and started to call him names.
Joe recognized that he was not paying attention and
decided to apologize and help Mary pick up her
books. Her teacher gave him a positive referral, and
Mary thanked him for resolving the problem with
respect.
Joe bumped into Mary in the hallway
and her books fell to the gro und. She was up set
because she would be late to class and called Joe
a Ņjerk.ÓJoe got angry and to ld Mary she was
ugly and stupid. He walked away and Mary was
late for class. Mary was mad and began to
spread untrue rumors about Joe to hear friends.
Provide opportunities to practice and build fluency:
1. Set aside a few minu tes at the beginning of each period to practice the rule.
2. As the teacher models, have individual stude nts demonstrate examples and nonexamples of
following the rule (role play)
3. Tell stude nts about the consequences for following and not following the rules
Acknowledge appropriate/expected behavior:


When stude nts model the expected behavior during the practice session, the teacher will p oin t
out how the behavior demonstrates showing respect to others.
The teacher will acknowledge respectful behaviors from stude nts throughout the day
following the ŅBe RespectfulÓlesson
31
Behavior expe ctation or rule to be taught:
Location for exp ectation:
Be Safe
Cafeteria
It is important to be safe with your peers and adults in
school. During lunchtime, there are many students present in the cafeteria and in the entryway to the
cafeteria. Running or push ing others in this busy location could lead to someone getting injured.
Rationale- tell why following the rule is important:
Provide examples to help students better understand what is and what is not the exp ected behavior:
Exam ples of exp ected behavior. Choose examples of that best
Non exam ples of expe cted behavior that are:
ŅfitsÓthe general case of what the behavior expe ctation
-More similar to examples of expected behavior rather
than outrageous nonexamples
-Typical of what students do when they are not engaged in
the expected behavior
Instructors will demonstrate the expectation
the right way (e.g., quiet voices, orderly line,
adequate spacing).
Expected
Behavior
Lesson
Plan
Sample # 2
Students t hat are observing will rate the
performance by holding up pre-made signs that either
say Ņwrong wayÓor Ņright wayÓ.
Instructors will demonstrate the incorrect
way to line up at the door (e.g., push ing, loud
voices, large gaps between some students in line
whil e other students standing in line are much
too close to each other).
Students t hat are observing will rate the
performance by holding up pre-made signs that
either say Ņwrong wayÓor Ņright wayÓ.
Provide opportunities to practice and build fluency:
Students will be split in to groups of 20 stude nts. Each group will then be asked to exit t he
cafeteria and line up the ŅrightÓway. As each group demonstrates the expectation, observing students
will rate the performance with cards.
Acknowledge appropriate/expected behavior:
Staff will p rovide specifi c verbal praise to stude nts after practice session. After completion of
training, each stude nt will get a punch on the card with school-wide settings listed 1) cafeteria, 2)
hallways, 3) recess, 4) bus. This card, when all setti ngs have been trained, is worth an ice-cream or
another snack item from the cafeteria.
Teaching
Behavior
Expectations
in Hallway:
East
Elementary
Presentation: By grade, students will file into hallway. Facilitator will
announce expectation to the group, define it, and discuss the rationale.
Volunteers will then demonstrate the incorrect way to act safe and respectful in
the hallway (e.g., touching and pushing others, looking around and not paying
attention, talking in line, and turning around looking and talking to other
students.) Students that are observing will rate the performance by holding up
pre-made signs that either say, “wrong way” or “right way”. A set of students
will then demonstrate the expectation the right way (e.g., walking with hands at
sides and feet to self, watching where class is going, no talking, looking straight
ahead.) Students will then be asked to hold the signs up again. Volunteers will
be acknowledged with reinforcers (pencils/erasers).
Practice: Each individual class will be asked to demonstrate. The remaining
class(s) will rate the demonstrating classroom with performance cards.
Reinforcement: Provide specific verbal praise to students after practice
session. After completion of training, each student will get a punch on the card
with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4)
bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained,
the card will be worth a snow cone or free popcorn.
Follow-up Plan: Daily, for the first three weeks of school, teachers provide
precorrections (reminders about what the hallway expectations are as part of
transition to specials, re-entry after recess, and dismissal). Weekly, next four
weeks of school. Students will be reinforced with tickets. A video will be
created to show students as needed for reinforcement.
Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom
teachers for particular grade levels, Kim, Miriam, Special teachers),
Performance cards, Video recorder, tickets, punch cards, and reinforcers.
Reduction in Major Discipline Referrals
Teaching
Behavior
Expectations
in Hallway:
East
Elementary
32
Critical Features of Effective
Behavioral Expectation Lessons
• Behavior expectation is
clearly identified
• Lesson is being taught
in the location
• Rational provided
• Examples provided
• Examples “fit” the
general case
• Non-examples are
provided
• Non-examples are
similar to examples of
expected behavior
• Non-examples are
typical of what students
do
• Opportunities to practice
• Expected behavior(s)
acknowldeged
32
“Critique” the Lesson
33
Team Time
• Use the “Behavior Expectation Lesson Plan”
worksheet to create your own lesson plan(s)
for teaching behavior expectations for the 12 key areas identified yesterday on your
matrix.
• If you have previously created lesson plans for all
areas in your school, use the Critical Features
Checklist to identify any areas in need of
improvement.
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
34
Teach Behavioral Expectations
•
Teach in the actual settings where
behaviors are to occur
•
Teach both:
(a) the words
(b) the actions
•
Build a social culture that is predictable
and focused on student success.
“Traveling Passports”
• Precorrecting new kids
• Procedures
– Meet with key adults
– Review expectations
– Get “Passport” stamped
– Go to next teaching location
Sandy Hill Elementary
Portage Community
High School
Cameron
School
34
Important to teach behavior within
the context you want it to occur
Loftis Elementary
Muskegon Hts., MI
Parkwood-UpJohn Elementary
Loftis Elementary
34-35
Team Time
How will your school conduct the teaching of
behavior expectations in the setting where the
behavior should occur?
Use the “Teaching Behavior Expectations
Schedule of Events” worksheet to record your
plan.
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
34
When to Teach Expectations
• Teaching Sessions
– Younger students: 10- 15 minutes sessions
– Older students: longer teaching sessions
• First week- every day
• First month- every Monday
• Throughout year- first day back from extended
vacations
• When new person (student or staff) joins class
Other times we have found helpful
•
•
•
•
Prior to an assembly or special program
Prior to a substitute teacher coming
Prior to a change in routine
When data suggests a need for a refresher
Booster Trainings
• There will be times when we all need a more
intensive refresher across campus.
– When might those times may be?
– What will the format booster training look
like?
• How will you introduce/teach new students
and staff?
Using Data to Make Decisions
about Teaching
• Your school’s expectations are:
–Show Respect
–Be an Active Learner
–Be Prepared
–Show Self-Control
• Each month your school focuses on teaching
one expectation during homeroom and in the
ISS room
This is your school’s baseline data. In which months do you
think your school should consider a booster training?
What expectation should your school focus on
teaching next month?
What expectation should your school focus on
teaching next month?
Keeping in mind that you need to teach students the
behaviors where they typically occur, in what
locations on campus do students need a “refresher”?
Use games to reteach behavior
expectations
•
Jeopardy format with questions and
answers regarding behavior expectations
in different settings (Hallways for $200
please)
•
Are you Smarter Than a 5th Grader with
questions about how students should
behave
•
BINGO using behavior expectations
Reviewing Behavior Expectations
by Using Technology
Are you Smarter
Than an 8th
Grader?
Milwood Middle School
Millwood Video 2
Milwood Magnet (Middle) School:
Behavior expectations review using sentence strips
Millwood Video
Getting Students
Involved in
Reviewing
Expectations
Congress Elementary
School Assembly
Parkwood-UpJohn Music Class
Reviewing Behavior Expectations in
Many Different Ways
Vandenboom
School Song
Be Safe
Be Respectful
Be Responsible
Vandenboom
Story Starter 6th grade class
At our school, we believe that everyone
should be respectful, responsible and safe.
Last week I noticed another student following
these rules by….
Reviewing
behavior
expectations
with students at
Pentwater
Middle School
Teaching Behavior Expectations:
Booster Lessons
South Range
Elementary SchoolRecess Expectations
Booster Lessons
Lincoln Park Elementary:
Reviewing Expectations with Door Contest
36-37
Team Time
How will your school conduct the re-teaching of
behavior expectations? Use the “Teaching
Behavioral Expectations: Yearly Schedule of
Events” worksheet to record your plan.
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
SMARTI
Schoolwide Movement to Achieve RTI
Monitoring Expected
Behavior
Big Ideas In
Positive Behavioral Interventions &
Support
•
•
•
•
•
•
Identify & define expectations
Teach expectations
Monitor expected behavior
Acknowledge/Encourage expected behavior
Use data for decision making
Correct behavioral errors (continuum of
consequences)
38
Purpose
To review critical features & essential
practices of monitoring expected
behavior through active supervision
Based on the work of Dr. George Sugai (University of Connecticut & Positive
Behavioral Interventions and Support)
38
Why emphasize monitoring and
active supervision?
• By monitoring and actively supervising we can
see first hand what our students are doing.
• We need to be actively present in order to
acknowledge appropriate behavior, document
inappropriate behavior, and deliver a
continuum of consequences.
38
Nonclassroom Settings
• Particular times or places where supervision is
emphasized
– Cafeteria, hallways, playgrounds, bathrooms
– Buses & bus loading zones, parking lots
– Study halls, library, “free time”
– Assemblies, sporting events, dances
• Where instruction is not available as behavior
management tool
Classroom vs. Nonclassroom
Classroom
–Teacher directed
–Instructionally
focused
–Small # of
predictable students
Nonclassroom
–Student focused
–Social focus
–Large # of
unpredictable
students
38
BASIC MANAGEMENT
PRACTICES
• Active supervision
–Movement
–Scanning
–Positive Interaction
• Positive contact
• Reinforcement of expected behavior
Moving
• Obvious
• Positive
• Interactive
• Unpredictable
Scanning
• Head up
• Make eye contact
• Overt body position
Using Positives: Two Types
• Positive Contact
• Positive Reinforcement
“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.
Positive Contact
• Variety of interaction types
–Social positives & Schoolwide
acknowledgements
•
•
•
•
Variety of students
Quick
Noticeable
Publicly appropriate
Five Positives to One Negative
Ratio
• Have more positive student
contacts than negative
• Use variety of contact forms
Positive Reinforcement
• Individualized
• Informative
• Sincere
40
Systematic
Supervision
Checklist
39-40
Team Time
1. Think about what typically occurs within your
school.
2. Consider how you might share this
information on monitoring and supervision
with teachers and other supervisory staff in
your school.
3. Consider how you might use the Systematic
Supervision Checklist.
SMARTI
Schoolwide Movement to Achieve RTI
Acknowledging/Encouraging
Expected Behaviors EUPISD
Big Ideas In
Positive Behavioral Interventions &
Supports
•
•
•
•
•
•
Identify & define expectations
Teach expectations
Monitor expected behavior
Acknowledge/Encourage expected behavior
Use data for decision making
Correct behavioral errors (continuum of
consequences)
Acknowledgement System:
Understanding the Theory Behind the Practice
and Avoiding the Pitfalls
41
Rationale
• Based on the belief that some of the children
in every school/classroom desire attention
(regardless of SES, gender, race).
• 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)
41
Research Review
• Landmark studies: (Dr. Wesley Becker)
found children who are starved for attention,
as the rate of criticism increases the rate of
their misbehavior increases.
• Why?…because it is a vicious cycle
41
Vicious Cycle of Reinforcing Misbehavior
Student misbehaves
Student is
reinforced.
Adult reprimands
student & behavior
stops (Adult
reinforced)
Adult “pays
attention” &
behavior stops.
Student is
reinforced & soon
demonstrates
behavior again
Positive or Negative?
• Common Comment:
–“But, I am not a negative teacher I
really am a positive person.”…..
41-42
Positive or Negative?
• The concept of “Ratios of Interaction” is
relevant even for warm, friendly, inviting,
positive, and caring educators
• Majority of the negative interactions are
gentle reminders
–“You 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”
42
Rating Interactions
• To 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?
42
For students who repeatedly demonstrate
minor or major misbehavior, they will
require even more immediate and specific
feedback when they engage in the
expected behavior
Common Concerns
• Is it appropriate to give even more time
and attention to students who misbehave?
– This student is already demanding a
great deal of your attention.
– You are shifting the focus to the student
getting your attention for engaging in
positive behaviors
Common Concerns
• Do problem students deserve extra positive
attention?
– As we start shifting the focus from negative
attention to positive, you will find the others
in the room/school get a lot of positive
attention but it is in more naturalistic ways.
• 100% on a test
• “Good Job”
• Smile
• Thumbs-up
Common Concerns
• Won’t the student think that the positive
attention is phony?
– Research conducted that explored this
very issue: found that it really did not
matter even when the
researcher/observer thought the teacher
sounded very phony
– Issue is: what behaviors are you paying
attention to?
Research cited by Sprick (2007)
“Products” for
Acknowledgement System
• Formal plan for increasing the amount of
positive interactions all adults have with
students in the school (5:1 ratio)
“Products” for
Acknowledgement System
• The 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 5:1, a visual prompt (i.e.
slip, ticket) may need to be used by
adults and given to students
600
580
560
540
520
500
480
460
440
420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
0
15
14.5
14
13.5
13
12.5
12
11.5
11
10.5
10
9.5
9
8.5
8
7.5
7
6.5
6
5.5
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
ODRs
PURRS Slips
Relationship of Acknowledgements to
Office Discipline Referrals
Average Tickets/Day
Weeks
Average Referrals/Day
Acknowledgement System: Example
Common Concerns & Questions
• Isn’t this bribery?
–Definition of “bribe”: the inducement
(usually monetary) to do something
illegal, unethical, or immoral. A bribe is
an incentive to do something wrong.
Common Concerns & Questions
• Isn’t this bribery?
–Do you hear this comment: “We
shouldn’t have to bribe kids”
• Gentle correction: “I have never
bribed a kid because I have never
created an extrinsic system to do
something wrong.”
42
Bottom Line
• An 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 matrix
42
Bottom Line
• This same concept should also be applied
to the classroom except the specific
feedback is on the students demonstrating
the classroom expectations
Acknowledge and
Recognize
42
Acknowledging SW Expectations:
Rationale
• To learn, humans require regular & frequent
feedback on their actions
• Humans experience frequent feedback from
others, self, & environment
– Planned/unplanned
– Desirable/undesirable
• Without formal feedback to encourage desired
behavior, other forms of feedback shape
undesired behaviors
Team Time
Statements regarding use of rewards
What are your thoughts? Please answer Agree or Disagree
• Children at this age should know what is
expected.
• Praising feels unnatural.
• Praise is manipulative and coercive.
• Isn’t giving a reward like bribing?
• Students will come to depend on tangible
rewards?
• Awards are only for special achievements.
• We can’t afford this type of system.
Adapted from: Sprague, Bernstein, Munkres, Golly, & March, (2003)
42-43
Research on the use of rewards 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 school’s cultural
competence.
• Formal reward systems help students who have
been abused or neglected.
• Consequence of punishment and exclusion
trivialized.
• Use of reinforcement to reduce problem behavior.
Are “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, 2002
– Cameron & Pierce, 1994, 2002
– Cameron, Banko & Pierce, 2001
43
Team Time
Acknowledgements
• Take a moment to review what your school
does to formally acknowledge positive
student social behavior.
• What are the strengths/weaknesses of your
current acknowledgement system?
• Be prepared to report out.
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
43
On-going Reward of Appropriate Behavior
• Every faculty and staff member acknowledges
appropriate behavior.
• 5 to 1 ratio of positive to negative contacts
• System that makes acknowledgement easy and
simple for students and staff.
• Students should be acknowledged regularly (at least
every 2 weeks)
• Different strategies for acknowledging appropriate
behavior (small frequent rewards more effective)
• Beginning of class recognition
• Raffles
• Open gym
• Social acknowledgement
44
School-wide Acknowledgement Plan
Walker, Colvin, Ramsey (1995)
Key Features:
• Title that captures purpose of award
– Academic: student of the month, most improved
– Behavior: “Caught-in-the-Act”
• Award that student will receive
– Trophy, certificate, coupon, privilege, stickers, or
raffle ticket (should be of value to students)
44
School-wide Acknowledgement Plan (cont.)
• Criteria definition
– Who is eligible, how often award is delivered, how
many students receive award
– Should be implemented consistently
– Strict criteria are needed for more public awards
(student of month) Looser criteria for awards
distributed at higher rate (recess tickets)
• Presentation
– Location and form in which award is presented
– School assembly, classroom, privately
• Dissemination
– Bulletin boards, newsletters, parent letters
Quick Acknowledgements
Many schools use a ticket system
• Tied into school expectations
• Specific feedback on student’s behavior
• Provides visible acknowledge of
appropriate behavior for student
• Helps to remind staff to provide
acknowledgements
Jose R.

L.M.
Tickets used in
raffle or to
“purchase” items
from school store
Rewards at Milwood Middle School
• Locker Whiteboard
w/Marker
• Gel Pen
• Gummi-Worms
• Wrist watch
• Locker mirror
• Jolly Rancher Sour Blasts
• Middle School Year Book
•
•
•
•
•
•
•
Large Hershey Bar
Basket Ball
Homies Notebook Folder
Colored Pencils
Curly Noodle
Personnel Stapler
Pocket Organizer
• Mike and Ike Candy
• Personal Notebook
• Package of Animal
Crackers
• Soft Grip Mechanical
Pencils
• Lizard Pen
• Hooded Sweatshirt
w/ school logo
Raffle System at
Shettler Elementary
Front
Back
Celebrations based on Meeting
Behavior Expectations
Loftis Elementary
• December- Snacks, prizes, awards
• January- Movie and popcorn
M. L. King Elementary
Celebration dance activity
Lincoln Park C.R.E.W. Member Reward Activities
Monthly rewards for students earning 4 C.R.E.W. tickets in month.
– Outside station activities-chalk, bubbles, jump rope, kickball, soccer,
basketball
– Extra recess with high school monitors
– Ice cream scooped by administration
– High school Christmas choir
– Dance with silly songs
– Climbing wall/parachute
– Homework pass
– Board game day
– Kickboxing
Green Meadow Elementary
Cutting the Principal’s 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.
Postcards for Appropriate Behavior
Pere Marquette
Parchment Central
Sent home for special
acknowledgements
45
• Title
– “Gotcha”
• Criteria
– Demonstration of school-wide
expected behavior
School-wide • Presentation
Acknowledge
– Individual staff member
Plan:
• Award
Example #1
– Sign in the honor roll log at office
less formal
– Sticker
system
– Monthly raffle at awards assembly
• Dissemination
– Signed awards log kept at office
(name and room number)
46-47
Team Time
• Create Informal School-wide
Acknowledgement Plan (quick and less
formal system such as “gotcha” tickets)
• Use the School-wide Acknowledgement
System Planning Form
• How would you communicate and get staff
“buy-in” for your acknowledgement system?
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
Special Certificates
Student of Month:
May add behavior/
social component
to selection criteria
Portage High School
Class-wide Rewards
Lincoln Park
Ice Cream Treat
Holland Heights
Special Lunch Table for
Class with Most Tickets
School-wide
Acknowledgement
Plan:
Example #2 more
formal system
• Title: “Self-Manager”
• Criteria
– Satisfactory grades
– Follow school rules
– No discipline referrals
– Class work completed
– Five staff signatures (for example, teacher, teaching
assistant)
– Students listed in office for all staff to review
• Presentation
– Monthly award assembly
• Award
– Button
– Privileges
• In hallways without pass
• Early lunch
• Self-manager lunch table
• Early release (1-2 min. max) from class when
appropriate
• Dissemination
– Honor list in classroom
– Parent notes
48
Team Time
• Create Formal School-wide
Acknowledgement Plan (more public, more
strict criteria- such as student of the month
award)
• Use the School-wide Acknowledgement
System Planning Form
• How would you communicate and get staff
“buy-in” for your acknowledgement system
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
Public Feedback on Following
Behavior Expectations
Goal
48
Team Time
How might you use public feedback within
your school to acknowledge student success
with improving behavior?
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
Acquiring backup rewards
In one school, 8th grade
language arts students write
community organizations for
support of reward program
Community Sponsor
Thank You Note
Acquiring back-up rewards
Some 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 kid’s meals)
• Other students can then
“purchase” these with the
tokens earned by following
the school rules
Getting students involved
Five student names are
selected from mug. These
students then identify
others who have followed
the school rules.
Visual reminders for staff
Computer
Printed stickers
Tickets and pen
on lanyard
Stacks of tickets
glued on edge
Make it easy to use rewards
Parent/Teacher
Association provided
teacher name stamps
Award tickets and
criteria on lanyard
Write out class tickets for week,
reward when appropriate, check
the names that remain
Rewarding Staff Behavior
Share Data
with Staff
Beach staff
recognition lunch
Franklin staff
acknowledge each
other
Oakland Schools
certificate of training
Parchment Central
staff celebration
35 Free or Inexpensive Rewards for Adults in the Building
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Adult gets to pick what the topic for
a faculty meeting is going to be
Adult gets to rent the principal’s chair
for the day
At Family Math Night all the adults
are highlighted in a video montage
Bulletin 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 work
Dim the lights in the staff lounge and
get a volunteer masseuse to come
provide 5 minute neck rubs during
planning periods – Play restful music
Donut day – These donuts are in
honor of Peggy’s contribution to the
PTO
During morning announcements
highlight something that an adult in
the building did and tell why
Duty free lunch period
Find a beauty school and get someone
to volunteer to come in and do 5
minute manicures
Flowers on the desk from someone’s
garden (with permission)
Get a donation of a shopping cart to
keep at the school for adults bringing
in huge loads of supplies
Golden plunger award from custodian
for classroom that was the cleanest
Golden spatula award from cafeteria
staff for most polite class of the week
GOOSE – Get Out of School Early – No
staying for the 30 after
15. Have 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 dancers
16. Limo 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 aren’t using the cars that day
– Don’t Tell rule applies
17. Mini-fridge for a week in the adults’ office
area filled with his or hers favorite drink
18. Once 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 I’d like to duplicate
19. Permission to leave the building at lunch
time for lunch off campus
20. Plan a big faculty meeting or in-service at
someone’s house – with a pool and a grill
instead of sitting on the dot seats in the
cafeteria
21. Principal and staff member trade jobs for a
day
22. Postcard sent home detailing something
admired in the adult
23. Preferred parking space
24. Principal 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
14.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
50
Principal 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 kind
Principal takes over morning or
afternoon duty for an adult in the
building
Principal writes lesson plans for teacher
for one period
PTO designs 4 strokes for every poke
lanyard for all adults in the building
PTO takes turns baking a casserole once
a week for an adult “gotcha” receiver
Scrape ice off windshield of Staff of the
Day’s car
Sneak into the school over the weekend
and write a note on each classroom
white board telling them to “Have a
Great Week”
Special table outdoors for teachers to
enjoy sunshine during lunch
Surprise 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 sponsor
Valet parking for a day
51
Team Time
• Discuss with your team the possibility of
community support for developing an
acknowledgement system.
• How can you be more efficient in
acknowledging appropriate behavior?
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
51
Important Considerations for
Student Acknowledgements
• Make sure that the rewards/
acknowledgements are tied into the behavior
expectations
• Rewards/acknowledgements are for students
doing well (prevention) and students with
behavioral difficulties (intervention)
SMARTI
Schoolwide Movement to Achieve RTI
Data Based Decision Making
EUPISD
Big Ideas In
Positive Behavioral Interventions &
Support
•
•
•
•
•
•
Identify & define expectations
Teach expectations
Monitor expected behavior
Acknowledge/Encourage expected behavior
Use data for decision making
Correct behavioral errors (continuum of
consequences)
Michigan’s Continuous Improvement Process
Gather
Do
Student
Achievement
Plan
Adapted from the Michigan School
Improvement Framework
Study
Ensuring Useful, Relevant Data
• Graphic data tools provide teams with the ability to get a
quick overview of trends
• Data collection should be easy (<1% of staff time) so that
we can spend the majority of our time acting upon the data,
not collecting it
• We must ensure the validity and reliability of our data (the
measures themselves and how they are collected)
• Data must be “triangulated” (look across multiple data
sources for trends and converging evidence)
• Data must be relevant, timely, efficient and practical
• Data should be useful for and used for making decisions
51
Systems/Process Measures
• Answer the questions:
– Are we doing what we have learned?
– How well are we doing it, when, where,
who?
Having this information helps us to accurately
interpret our student outcomes.
51
Student Outcome Measures
• Answers the questions:
– What are the skills of our students?
– How are different groups of students
doing?
Having this information helps us to
determine if what we are doing is making a
difference for our students.
MiBLSi Data Tools
Behavior
Systems
Process
Reading
• EBS Self-assessment Survey • Planning and Evaluation
Tool for Effective
• Schoolwide Evaluation Tool
Schoolwide Reading
(SET)
Programs (PET) or
• Benchmarks of Quality
Schoolwide Evaluation
• Benchmarks for Advanced
and Planning Tool for
Tiers (BAT)
Middle School Literacy
(SWEPT)
• EBS Team Implementation
Checklist
• MiBLSi Reading
Support Implementation
Checklist
• Discipline Referrals
• DIBELS
Outcomes • Suspensions
• AIMSWeb
• MEAP
The School-Wide Information System
• Web-based information system designed to
help school personnel to use office referral
data to design school-wide and individual
student interventions.
• Provides school personnel with accurate,
timely and practical information for making
decisions about discipline systems
www.swis.org
Why SWIS?
• Simplicity and utility of graphs
• Can be aggregated at the project level
• Can be cross referenced with data from PBIS
Surveys
Common Questions About SWIS
• Do we have to use SWIS? - Yes
• What do we do if we are already using another
system to track office discipline referrals? –
Switch to SWIS or double-enter the data
• How much does it cost? – We cover it
• Is the website secure? Is privacy ensured? –
Yes; nobody outside of those granted access
to individual student information can access it
ODR Form Practice
It is 1:26 p.m. and Ms. Smith, first grade
teacher, is filling out an office discipline
referral form for an incident that took place in
the library earlier in the day (12:45 p.m.). Tim
Taylor was holding the book that Jeremy
Banks wanted to check out. Jeremy yelled at
Tim and pushed Tim in an attempt to get the
book. Ms. Smith followed the established
consequence flow chart and informed
Jeremy that his consequence would be loss
of recess.
52
Team Time
As a Leadership Team, discuss
how you will ensure that
everyone in your building can
accurately fill out an Office
Discipline Referral (ODR) form.
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
Average Referrals per Day per Month
Referrals by Problem Behavior
Referrals by Location
Referrals by Student
Referrals by Time
Concluding Big Ideas about Data
• All data should serve a purpose
• Collect data with fidelity
• Be prompt about looking at data and acting on
it
• Use multiple sources of data to confirm what
you see
• Use data to support, not to punish
Share data with staff
• At monthly staff meetings
• Provide information in
newsletters, weekly emails
–Acknowledge what staff
are doing right/what is
• Post charts in staff room
working well
–Point out areas in need of
improvement and provide
possible suggestions to
improve
53
Team Time
Complete the Data Sharing
Worksheet :
•Who will see the data?
•How often will the data be reviewed?
•What data will be shared?
•When will it be shared? In what format?
Please take a moment to complete the appropriate section of the
Follow-Up Activity Worksheet to document the work yet to be done
54
Tasks to complete by PBIS Day 3 training
session (April)
• Firm-up implementation commitment from your
staff and district administration
• Identify 3-5 behavior expectations with
confirmation from your staff
• Develop at least 2-3 lesson plans to teach
behavior expectations (modify examples from
other schools)
• . . . If you are ready, start planning to teach
those 2-3 lessons.
SMARTI
Schoolwide Movement to SM
Achieve RTI
Action Planning
EUPISD
54
Next Steps
• Pickford
– April 30: PBIS Day 3
• Consequences
• Classroom Management
– May 24: Schoolwide Reading Day 1
– June 15: Systems Review/Data Review
• Tahquamenon
– April 26: PBIS Day 3
• Consequences
• Classroom Management
– May 10: Schoolwide Reading Day 1
– June 11: Systems Review/Data Review
Not just attending training…
• “REAL” SMARTI schools are implementing
changes
–Developing support structures
–Modifying practices
• Meeting criteria on evaluation tools
Don’t forget!
. . . about all of the staff who are not here with
you.
• Implementing schoolwide models of reading
instruction and PBIS takes a village.
• Remember to share your knowledge,
support others and collaborate.
55
1.
2.
3.
4.
Team Time
Make sure the Follow-up Activities
Worksheet is complete.
Prioritize actions.
Spend time tying up loose ends from
the day’s activities and discussions.
Are your next meetings set (between
now and when we see each other
again in April)
The work you are doing is so
important. Thank you for being a
part of our learning community and
for all that you do for students!
Safe travels!