PBIS Champion Model System: Part 3

BOQ Tier 1 Marker Reward/Recognition Program Established 2

TIPS agenda item 03. School Wide Incentive System for students and staff 3

PBIS School Wide Incentive System- Examples for Staff and Students Caught you being good tickets Classroom compliment charts class/teacher wins prize Staff reserved parking spot Staff PBIS winner of the week Student and classroom winners weekly Announcements Hands off challenge 4

PBIS School Wide Incentive System- Examples for staff and students Rally celebration Front pass in lunch line Reserved student parking spot Victory with honor-sports recognition Random awarding Music in the quad Extra time during lunch or recess 5

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Elementary CAFETERIA INCENTIVE SYSTEM Step one: One bottle per grade level (on a wall in the cafeteria) Step two: Velcro the bottles on the wall so that easy to pull off and put back on the wall Step three: Select some kind of color foam or something light that can be put in the bottles Step four: Cafeteria duty or admin etc get to put foam into the bottle for whatever grade level has the best behavior daily Step five: Award the grade level that fills up their grade level bottle first with a special cafeteria prize Step six: Dump out and start again 12

CAFETERIA INCENTIVE SYSTEM- Example Hi, 5th and 6th grade classes have been having some difficulty striving for five in the cafeteria. We began a Cafe challenge for them to give them an opportunity to earn their dance. They can earn a total of 3 points a day (1 pt for walking in cafe in straight line, 1 pt for using conversation voice, and 1 pt for responding to the speaker the first time their attention is needed). We have a chart in the Cafe with all classroom points and goal. Please remind your students every day before lunch:). Thank you so much and we will keep you posted on their progress. 13

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TIPS AGENDA TIME Time to discuss and document what your team committed to on your TIPS agenda (be prepared to share out): Tips agenda item 03. School Wide Incentive System for students and staff 20

Lunch Time 21

I don’t have time to do all this… Which fits your busy schedule better, exercising one hour a day or being dead 24 hours a day? 22

How’s that working for you? 23

TIPS agenda item 04. Active Supervision and Positive Reinforcement Ratio (supports behavior goal) 24

What is PBIS active supervision? Movement & Scanning Interacting Frequently Menu 25

What is Active Supervision? Movement 26 Constant Make presence known and obvious Proximity to all students More frequent proximity to noncompliant students Move an average of 30 feet per minute Move from one supervision area to another covering each at least twice Random Vary the path taken, planned Unpredictable to students Purposeful All students observed on a regular basis Target known areas, activities, groups, and individuals

What is Active Supervision- Scanning? Visual – Head up Make eye contact with students in more distant locations of the room/ playground – Look for and acknowledge appropriate behaviors – Monitor problem areas and behaviors – Look for students who are withdrawn or bullying others Auditory – Listen for words or sounds associated with appropriate and inappropriate behaviors – Listen for unusual sounds Pay attention to the surroundings- focus on several different areas at a time by listening and looking in different directions Be proactive 27

What does active supervision look like in non- classroom settings (Discuss as a team)? Movement & scanningExamplesNon-examples Yard /Quad areas Cafeteria 28

Interacting Frequently 29 A big part of active supervision is Interacting Frequently Positive contact Reinforcement ratio

What is Positive Contact? Research: High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behavior for up to 90% of all students. To be efficient and effective: 1.Short (5 to 10 seconds in duration) 2.Involve groups over individuals (so that more kids are affected) 30

What is it? Positive Language Positive language: tells the recipient what can be done suggests alternatives and choices available to the recipient sounds helpful and encouraging stresses positive actions and positive consequences that can be anticipated Negative phrases are replaced with more positive ways of conveying the same information USEFUL TIP is to always talk to your children in positive language instead of negatives — tell them what to do instead of what not to do. The brain does not understand negatives and has to reverse positives to get there! Instead of “Don’t slam the door!” try “Shut the door quietly.” Instead of “Don’t throw that stone at your brother!” try “Put that stone on the ground.” Instead of “Don’t spill your drink!” try “Hold the glass with two hands.” Let’s Practice!!!!! 31

Paraverbal Communication Activity Activity Steps: 1) On a flip-chart paper, write a simple direction. 2) On index cards, write the manner in which you want the directive to be delivered (a different manner for each card). Samples: threatening, wishy-washy, firm. Participants may see the directive that will be delivered, but not the index cards on which the delivery styles are noted. 3) Ask for volunteers. Give each volunteer one of the index cards. Instruct the volunteers to, one at a time, deliver the directive to an audience member using paraverbals reflecting the manner written on their index cards. 4) Instruct the audience to identify what was written on each card. (Tip: You may want to position the volunteer out of view (behind the flip chart) so that the audience can focus on paraverbals exclusively rather than on nonverbals). 5) Use discussion questions to lead discussion. Discussion: What type of attitude was conveyed by each of the volunteers giving the directives? How would a service user respond to each delivery? Was one delivery better than the others? Could someone demonstrate even better paraverbals giving the same directive? 32

What is Reinforcement Ratio? Positive comment : Negative comment Non-classroom Setting 4:1 Classroom Setting 5:1 Target Group/Individual: 6-8:1 Delivery should be : immediate, consistent, contingent 33

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Precipitating Factors Activity (Building Pressures) Activity Steps: 1)Bring an unopened can or bottle of soda to training. 2)Have table group name the soda can with their table group. 3)Hand the soda to the person in the table group who will speak. 4)Explain to the class that you will share a story of an individual who has a lot going on. Ask the participant with the soda to shake the can when she/he hears a detail that would cause the individual to become more upset or stressed. 5)Once she/he shakes the can, she/he should pass it to the person sitting next to them. 6)Have participants follow this process until you reach the climax of the story. 7)Then ask whoever is holding the can to open it. (But stop the participant before he actually opens it!) 8)Use discussion questions to lead the discussion. Discussion: Why didn't the person holding the soda want to open it? How are the events in the story likely to influence the service provider? As a service provider, how would your response to the situation change if you knew all of the details from the story? 35

Example: Yard Duty Expectations Positive Attitude On time Cell phones put away (unless emergency) Active Supervision (Scanning, Movement, Positive Interactions) Promptly report to locations (zones) as assigned Separated during yard duty Understand outside referral form process (minor & major) Give out positive caught you being good tickets during yard duty Know all the school wide behavior expectations in all assigned yard duty settings Provide corrective feedback to students Monthly yard duty meetings with Administration Have fun Enjoy the students 36

General TIPS for Corrective Feedback to students RESPONDING General Response to Problem Behavior 1.Respectful and calm 2.Specific to behavior 3.Systematic = correct, model, practice, reinforce Delivering CORRECTIVE consequences 1.Take student aside. Avoid embarrassing the student in front of others 2.Review what you saw with the student in a calm, businesslike, impersonal manner 3.Arguments allow you to be drawn into the function of the student’s behavior (avoiding or obtaining) 4.Define the inappropriate behavior – state the rule or expectation violated 5.Ask the student to state the appropriate, expected behavior for the situation (assist them if they can’t) 6.Remind student of prescribed consequences for the particular behavior (refer to active flow chart) 7.Follow school guidelines 37

Paper Clips Put 30 paper clips in your left pocket or a cup on the bus. Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you “get after” a child, move 4 paper clips back to where they started. 38

TIPS AGENDA TIME Time to discuss and document what your team committed to on your TIPS agenda: Active Supervision and Positive Contact Tips agenda item.04- Active Supervision and Positive Reinforcement Ratio 39

Exit Ticket- TIPS Evaluation of Meeting 40

PBIS TEAM TASKS BEFORE NEXT PBIS TEAM MEETING Complete the items you committed to on your TIPS agenda Set up your baseline Tier 1 walkthrough with district or site administrator me if you need resources or ideas Stay positive and wonderful 41

Jessica Djabrayan Hannigan, Ed.D. Webpage: Pbischampionmodelsystem.com (559)