SESSION I:

1. Module 5: Establishing Procedures for Encouraging Expected Behaviors SESSION I: INITIAL TEAM TRAINING Presented by the MBI Consultants

2. Critical Components • Commit to a common purpose and approach to discipline—creating a safe and welcoming culture that includes student voice and family/community involvement • Establish and maintain team… with administrator support, participation and leadership • Establish a clear set of positive expectations and behaviors • Establish procedures for teaching expected behavior • Establish a continuum of procedures for encouraging expected behaviors • Establish a continuum of procedures for discouraging inappropriate behaviors • Establish a system for using data to make decisions, progress monitor, and problem-solve

3. Effective Classroom Practices: The “Great Eight”  Expectations and rules  Procedures and routines  Continuum of strategies to acknowledge appropriate behavior  Continuum of strategies to respond to inappropriate behavior  Multiple opportunities to respond  Active supervision  Academic success and task difficulty  Activity sequence and offering choice

4. Understanding Reinforcement Definition A consequence that causes a behavior to increase as the result of successfully gaining something desired or avoiding something undesired

5. A – B - C Conditions or circumstances that alter the probability of a behavior occurring. An observable act. What the student does. The resulting event or outcome that occurs immediately following the behavior. Hallway expectations taught. Students keep voices quiet, body to self, and walk on the right side. “Great job for keeping your voices quiet, your body to yourself, and staying to the right. You are showing respect for others” . Teachers use prompts/pre- corrects

6. Think - Pair- Share  List ways that your school reinforces students for academic performance. Now list ways your school reinforces students for social behavioral performance. How can you tie these together?

7. Reinforcement Facts •Humans require regular & frequent feedback on their actions •Humans experience frequent feedback from others, self, & environment •Positive feedback fosters self-worth, active engagement, and sense of purpose. •W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

8. Everyone Needs Reinforcement Sometimes

9. Positive to Negative Reinforcement Ratios Approval Statements Statements Disapproval Ratio of Positive to Negative Academic 20.36 per hour 1.52 per hour 7.56 per hour 19.20 per hour 2.7:1 Social 1:12.6

10. Why Develop a Universal Reinforcement 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 amount of time needed to deal with challenging behaviors and time-consuming disciplinary measures

11. Are “Rewards” Dangerous?  “Teacher praise has been supported as among one of the most empirically sound teacher competencies.” (John Maag)  “…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) Think, Pair, Share

12. Are “Rewards” Dangerous? Fill in the Blank p 70  Acknowledging positive behaviors coincided with a 62% reduction in office discipline referrals 80 % of behavior problems can be eliminated by increasing the frequency of praise statements (IS SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT AN EVIDENCE-BASED PRACTICE? September, 2007)

13. Are “Rewards” Dangerous? Catch other kids doing it right who are around a misbehaving kid and 90 percent of misbehaving kids will correct their behavior • Any teacher who focuses on one student will improve the overall behavior in the classroom (IS SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT AN EVIDENCE- BASED PRACTICE? September, 2007)

14. Increasing Positive Interactions The single most important thing that a teacher can do to improve the overall behaviors of students in their classroom and connect with students is…. to increase the number of positive interactions they have with each student. Specific praise statements need to be related to the behavior.

15. Looking At Positive Interactions  Positive interactions and being “nice” may not be reinforcing  If the student is engaged in a behavior that meets your expectation and you respond, the interaction is positive.  If the student is engaged in a behavior that does not meet your expectation and you respond, the interaction is negative/corrective.

16. Examples  Rachel gets up to sharpen her pencil although you had stated that no movement is permitted. You walk over to Rachel and remind her gently that she needs to return to her seat.  Jahmal arrives at your classroom door on time. You compliment him on his touchdown the night before in a big rivalry game. 2

17. Guidelines for Developing a Reinforcement System How will we acknowledge students? •With: - Language of continual positive regard - Increasing positive interactions - Behavior-specific praise statements - A continuum of procedures for encouraging positive behavior

18. Guidelines – Staff Training Link to expectation Link behavior to reward

19. Guidelines – Frequency 4 to 1 Ratio  What is 4+ to 1- ? Students should experience predominately positive interactions (ratio of 4 positives for every negative)

20. Increasing your positives… 3x5 card Tears for negatives Charm – clasp moves start Move forward 1 for every compliment- back 4 for every reprimand

21. Activity Look at the examples in workbook With a partner, practice tying verbal feedback to your schoolwide expectations Make up one example for each expectation Page 71

22. VIDEO REVIEW OF POSITIVE REINFORCEMENT

23. A Continuum Of Procedures For Encouraging Positive Behavior Include layers of celebration …individual, class, program-wide Include High Frequency Incentives and Low Frequency Incentives Consider how often to give incentives 23

24. Classroom Continuum: Level 1 = Free and Frequent Use everyday in the classroom Level 2 = Intermittent Awarded occasionally Level 3 = Strong and Long Term Quarterly or year-long types of recognition

25. Guidelines for Staff Development Regarding Reinforcement System Obtain >80% agreement from staff Identify the tools/strategies for staff and students to give specific feedback on the school/program-wide behavioral expectations (tickets, slips, stickers, …)

26. Examples Model Program

27. Examples of Reinforcement Systems  Free homework coupon - skip a problem dot  “ “No Tardy Party” ”  La-zy boy/girl  Early release from class  Walkman, hats OK  Good parking spot  Positive office referrals  G.O.O.S.E  Give Em’ ’ a hand/cheers  Caught em being good notes home “This year’s Perfect Attendance Award goes to Sidney Baker …Sidney?...Sidney?”

28. And More …  Lawn signs  Purchase “ “Happy Birthday” ” song sung by principal for a friend or teacher  Lunch trip  Auctions (for students and/or teachers)  Sticker under chair for tardies  Marble in a jar  Super Friend cape  Announce over speaker when grade/class reaches goal  “ “Winners” ” go in weekly newsletter  Perfect attendance = no final exams

29. Sample School Token Or Reward Certificates

30. I was caught in the hallway... Closing my locker quietly Picking up trash Walking on the right side Keeping a quiet voice tone Ticket given to student Back of reward ticket with your name written on it. Your name

31. Gold Tickets – Daly Elementary 2

32. Cougar Traits in the Community Student name:__________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (circle the trait you observed) Signature _______________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

33. Acknowledge & Publically Recognize

34. Postcard

35. Rewards for Classrooms

36. Rewards for Parents Dear Parents, We at Jiffy Lube commend you on sending your child to school with such great mentoring that they earned a gotcha for having excellent behavior. Please bring in the attached coupon for $10 off your next oil change or Jiffy Lube Service. Dear Parents, Congratulations. Your child earned a “gotcha” for exhibiting excellent behavior at school. We would like to honor your family with one free one topping medium pizza . Bring this coupon in to pick up or dine in your local Pizza Hut. 36

37. Reinforcing Staff  Keeping staff motivated is just as important to the MBI process as motivating students  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

38. Awards for Adults

39. Activity Brainstorm possible ideas for planning student and staff incentive programs •Page 74

40. Reinforcement System Monitoring Student Incentive Program Are students getting incentives? Are staff giving incentives? Staff Incentive Program Are certificated/classified staff acknowledged for their efforts in MBI implementation? Page 75