This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
D8:
Consequence & Recognition
Systems
Therese Sandomierski, Ph.D., FLPBIS TA
Specialist
Jon Beach, Principal of North Elementary
Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
–
Where are we in our implementation?
–
What do I hope to learn?
–
What did I learn?
–
What will I do with what I learned?
Where are you in the implementation
process?
Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward
(evidence-based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstration)
Initial Implementation
• That worked, let’s do it for real and implement all tiers across all schools
(investment)
• Let’s make it our way of doing business & sustain implementation
(institutionalized use)
Full Implementation
Leadership Team Action Planning
Worksheets:
Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
Session Objectives
1.
Define critical features of effective reward and
consequence systems
2.
Obtain examples of practical applications of these
critical features
3.
Become familiar with different ways data can improve
the effectiveness of reward and consequence systems
Florida’s PBIS Project
Mission
•
Increase the capacity of Florida’s school districts to
use team based planning and problem-solving to
implement positive behavior support within a
M
ulti-T
iered
S
ystem of
S
upport (MTSS).
What We Do
•
Provide training and technical assistance to districts
in the development and implementation of positive
behavior supports at the Tier 1, classroom, targeted
group (Tier 2), and individual student (Tier 3) levels.
Florida’s PBIS:MTSS Project is currently
working with 51 out of 67 school
districts - 76% of Florida’s school
districts.
7Number of Schools Trained in Tier 1
August 10, 2015
•
8 Pre-K Schools
•
883 Elementary Schools
•
317 Middle Schools
•
204 High Schools
•
101 Alt/Center Schools
•
102 Other (e.g. K-8)
•
1,615 TOTAL SCHOOLS
8John Beach
[email protected]
14 Years as Principal, North
Elementary, Princeton – 750
Students grades 3 – 5
Cohort 1 in Minnesota with 8 other
schools in 2005-06
7
th
Year as a Minnesota PBIS Team
Trainer
# of Districts/Charters in MN PBIS to date
= 189
# Schools in MN PBIS to date
= 543
% of MN schools PBIS
= 27%
# Students impacted by SW-PBIS
= 247,009
12
0 100 200 300 400 500 600 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 15 16 First Year Second Year Sustain 13
543
PRACTICES
Supporting
Staff Behavior
Supporting
Student Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
Supporting
Decision
Making
4 PBS Elements
This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Effective Consequence
Systems
Key Components
Effective Discipline Systems
1.
Includes definitions, responses, & forms
a.
Data system provides information in a way that supports
effective decision maki
ng
2.
Utilizes an instructional approach, preventative strategies
a.
For students
and staff
b.
Facilitates consistency across campus
3.
Avoids long delays between the behavior and the disciplinary
action
4.
Communicates with stakeholders
a.
Staff
involved
b.
Families
:
Reflects cultural values
; Provides direct, timely notice
c.
Students
:
Reflects cultural values
; Reviews their responsibilities
5.
Establishes re-entry procedures for staff and students
6.
Implemented with fidelity to facilitate data-based
problem-solving
21
Defining Incident Levels
1.
Office-Managed Incidents (Majors)
a.
Handled by the administration
b.
Physical fights, property damage, weapons, tobacco
2.
Teacher-Managed Incidents (Minors)
a.
Handled quickly and efficiently
b.
Typically by the classroom teacher
c.
Handled where incident occurred
d.
Tardy, lack of materials, incomplete assignments, gum chewing
3.
Crisis Incidents
a.
Require an immediate response from administration and/or crisis
response team
b.
Bomb Threats, weapons alerts, intruder, fire evacuations, etc.
*Consult district and school policies for crisis incidents
22
Effective Responses
•
Based on function of behavior, developmentally
appropriate
•
Considers:
–
Context of incident
–
Cultural norms
–
Student’s learning history/contact with Tier 1
•
Instructional
•
Removes students from the classroom as a last resort
–
Ensures alternative settings provide academic instruction
–
Returns students to class as soon as possible
•
Utilizes data to design proactive, positive & preventative
strategies used in concert with disciplinary action
*Refrain from taking or threatening to
take away an earned reward!
Preventing Problem Behavior
1.
Develop positive relationships with students
2.
Continuous teaching & rewarding
3.
Active Supervision
4.
Modify the environment and/or instruction
a.
Traffic flow, tempting materials, line of sight, organization, visual
boundaries
b.
Change schedule
c.
Interesting & engaging instruction (adapt curriculum, special assignment,
tutoring, computer/ internet work, role play)
5.
Provide prompts/Pre-Correction
6.
Provide Choices
7.
Utilize verbal de-escalation techniques (CPI Institute)
Responses to Problem Behavior
•
Examples
1.
Eye contact
2.
Proximity control
3.
Remind/re-teach
expectation or rule
4.
Re-direct to task
5.
Reward around the
student
6.
Active engagement
7.
Self-Monitoring
8.
Cool-off pass
9.
Humor
10.
Change student’s seat
11.
Provide choices
12.
Give the student a
responsibility
13.
Restorative practices
Disciplinary Actions
•Examples
1.
Conference with student
and/or parent
2.
Failure to
earn a privilege
or reward
3.
Student Contracts
4.
Loss of privileges
5.
Reflective activities
6.
Restitution/Apology
7.
Mini-courses
8.
Counseling
9.
Peer Mediation/Teen
Court
10.
Community service
11.
Parent supervision
12.
Restorative practices
1.
Tell me what happened.
2.
What you were thinking at the time?
3.
What do you think about it now?
4.
Who did this affect?
5.
What do you need to do about it?
6.
How can we make sure this doesn't
happen again?
7.
What I can do to help you?
The Restorative Chat
(Lucille Eber)
McIntosh, K. (Oct. 27, 2014).
Enhancing Equity through Effective Professional
Development.
PBIS Implementers’ Forum, Chicago, IL.
27Major and Minor Forms
Efficient and
effective tools for
data-based
problem-solving
that:
• Identify patterns
that can change
behaviors
• Generate ideas
for intervention
• Include function,
context/activity
taking place at
the time of the
incident
One behavior
at a time
• If multiple
behaviors occur,
record the most
problematic
Completed by
staff who
witnessed
incident
Documents
impact on
academic
engaged time
(AET)
• Time-Out
• Think Area or
Problem-Solving
Room
• Student sent
home early
28 Verbal Warning Re-state Expectation/Rule SAMPLE INTERVENTIONS Seating Change Student Conference Parent Contact Student Contract Redirection Proximity Loss of Privilege Restitution Apology Verbal & Non-Verbal Prompt Reward Alternate BehaviorFor Office Referrals attach completed copies of classroom behavior reports Student conference Re-teach expectation Parent contact Detention Refer to guidance In-school suspension Out school suspension Recommend for
expulsion
Admin determines consequence
Copy of referral given to teacher/staff Copy retained at school Copy of referral sent to parent via student
Write a
referral &
escort
student to
office
IS THE INCIDENT MANAGED IN THE ... Behavior stops no further action OFFICE CLASSROOM2nd Step (same behavior)
Re-teach Expectation, begin classroom behavior report/apply intervention
4th Step ( same behavior)
Continue classroom behavior report. Contact a peer, guidance, or admin
for further intervention/suggestions 3rd Step (same behavior)
apply intervention contact parent
5th Step ( same behavior)
Refer to guidance or complete office referral
form
Write a referral & escort student to office Behavior stops no further action Behavior stops no further action Behavior stops no further action Teacher Completes Classroom Assessment Tool (CAT) to assess variables in classroom that may be promoting problem behavior (i.e.. ecological, classroom
behavior system, & curriculum/ instruction)
Behavior Flow Chart -
https://goo.gl/voHBwt
Levels System -
https://goo.gl/7hMGtJ
Classroom Routines / Expectations –
https://goo.gl/7Wwdzp
Referral Form -
https://goo.gl/CLnPAc
Tiger Pride Reference Sheet -
https://goo.gl/n8VmWI
This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Effective Reward Systems
Rewarding Appropriate Behavior
1.
Serves as a
teaching tool
by providing feedback
on appropriate behavior
2.
Makes appropriate behavior more likely to occur
a.
Catch students ‘being good’
b.
Creates behavioral momentum
3.
Builds positive student/teacher relationships,
school climate
4.
Counteracts negative peer influences
5.
Increases intrinsic motivation
35
Types of Rewards
Social
1.
Time with friends
2.
Verbal praise
Activities
1.
Teacher assistant
2.
Art project
3.
School dance
4.
Staff/student games
Sensory
1.
Lights
2.
Temperature
3.
Music
4.
Seating
Escape
1.
“
1-Minute Ticket
”
2.
Homework pass
3.
Library pass
Tangible
1.
Edibles
2.
Materials
a.
Praise notes
b.
Pencils, notebooks
c.
Stickers
d.
Photos
e.
T-Shirt
3.
Tokens
36Token Economies
Benefits
•
Fast & efficient feedback
•
Flexible
•
Bridge to long-term
reward
Drawbacks
•
Logistics can be
intimidating
•
Ensure adequate supply
•
Consider group rewards
(grade-level, classroom)
•
Counterfeiting
•
Color code, stamp
•
Signatures, expiration dates
•
Staff buy-in
•
Provide guidelines for use
•
Reward participation
•
Work around resisters
•
Target Tier I
•
Specific areas
Reward Systems
Alternatives to Token Economies
1.
Written or public recognition
2.
Class/grade-level competitions (group contingencies)
a.
Tardies, attendance, dress code
b.
Expand to other behaviors (on-task, homework-turned in, etc.)
3.
Surprise Events – Random call or visit to the
classroom by the Principal
4.
Visit to the media center, library, gym
5.
Punch Cards
6.
Positive Referrals
7.
Phone Call Home
38
Guidelines for Providing Rewards
1.
When
a.
Immediately after the target behavior occurs (expectation)
b.
Frequently after teaching an expectation
c.
In problem locations or situations
2.
Avoid
a.
Long delays between the display of positive behavior and
reward
b.
A single option for reinforcement
c.
Only quarterly or semester events
3.
General
a.
Should be aligned to students’ behavioral functions
b.
Students should always be eligible to earn a reward
c.
‘
No
’
parties should not be used in isolation (i.e., ‘No’
tardies, referrals, dress code violations, etc.)
a.
Some students may need shorter time intervals between
rewards
40
How to Reward
1.
Name the
behavior
the student demonstrated
2.
Name the
expectation
the behavior matched
3.
Provide positive acknowledgement (consider age and
student preference)
•
Refrain from taking or threatening to take away
a reward once it has been earned
Example:
“ David, when you helped Susan with her tray you were being
respectful and responsible. You earned a Wild Cat dollar
for being such a great helper.
”
41
Reward System Guidelines
1.
Teach
a.
What behaviors will earn rewards
b.
How and when to reward (i.e., priority locations)
2.
Offer a variety
3.
Establish a hierarchy
4.
Survey students and families for ideas
5.
Make it as easy as possible
6.
Use and share data
a.
Decrease in problem behaviors
b.
Increased participation in reward events
Funding Rewards and Ideas
1.
School Improvement funds (SIP)
2.
PTO, Community Partnerships, Community Donations
3.
Fundraisers
a.
School night at local restaurant
b.
School Yard Sale
4.
Grants
5.
Educational websites
a.
Learning Earnings (http://www.learningearnings.com)
6.
Free / low-cost
a.
Social activities
b.
School events
c.
Parking pass
d.
First-in-line
43PBIS and the Classroom
Classroom Reward System
1.
Developed by teachers
2.
Incorporate Tier 1 rewards into classroom system
3.
Immediate, specific praise
4.
Minimum of 4:1 ratio positives to neutral/negative
statements
5.
Acknowledgement for meeting Tier 1 expectations
and following classroom rules and routines
44
Themes
Friday Tiger Paw Report
Teaching the matrix in the first weeks – starting
the second day
Kick off assembly – first Friday of the year
North Star Café
Sub Sub Parties
Tiger Bingo – end of tri 1 and 2
Film festival
Carnival
Positive Playground Incentive
Thermometer idea
End of year assembly – last Friday of the year
Tiger Pride News
Tiger Pride Friday Report is now a Google
Form – allowing us to keep track of the
number of Tiger Paws given out.
Two previous ideas
We are North Elementary – I Belong!
Be Brave!
MN Nice
Traveling Through Books
Tiger Pride is Growing
Traveling Through Time
Traveling Through MN
Traveling Around the World
Eight Years of Music
Videos -
State Film Festival in June
1. Tiger Pride/ Classroom – Rysavy Pod
2. Cool to Walk in School – Walerius Pod
3. Lego Tiger Pride - Burling
National Film Festival in March
1. Be Brave - Franson
2. Respect Train – Yellow Pod
3. All about Respect – E. Ryan Pod
Tiger Pride – Film Festival 2016
Fourth Annual
2015 Playlist -
Main Page
http://goo.gl/H3baOs
2013 National Film Festival Winner -
http://goo.gl/s389Qy
2013 – 14 Music Video – MN Nice -
http://goo.gl/WSslrN
20 DAYS = Hat Day
40 DAYS = Extra Recess
60 DAYS = Specialist Surprise
80 Days = Mr. Beach activity
100 DAYS = Ice skating or boot skating at Princeton
Hockey arena
120 DAYS = Movie and Popcorn
140 DAYS = Carnival
15,000 Tiger Paw
Reward!
Tiger Pride News
TPN Link – Live morning announcements -
All Staff
Involved!
Positive Behavior Support
Graduate Certificate
Fully Online
12 Credit Hours
Behavior Challenges in Young Children
Consultation & Collaboration
Intensive Individualized PBS
School-Wide PBS
Applying Multi-Tiered Systems of Support
http://pbs.cbcs.usf.edu
Contact Information and Resources
FLPBIS:MTSS Project
•
Phone: (813) 974-6440
•
E-mail:
[email protected]
•
Website:
http://flpbs.fmhi.usf.edu
•
Facebook:
www.facebook.com/flpbs
•
YouTube:
https://www.youtube.com/user/flpbs1
Tiger Pride at North Elementary (Minnesota)
•
Principal John Beach:
[email protected]
OSEP TA Center on PBIS
•
Website:
www.pbis.org
Association on PBIS
•
Website:
www.apbs.org
83
