Booster/Refresher Training: Reward/Recognition Program Established Benchmarks of Quality Items #

2 What is a “Reward?” Social –Time w/ friends –Verbal praise Activity –Teacher assistant –Art project –School dance –Faculty/student games Sensory –Lights, temperature, music, seating Escape –“1-Minute Ticket” –Homework pass –Library pass Tangible Edibles Materials Praise notes, Pencils, notebooks, stickers, photos, T-Shirt Tokens

3 Did your rewards/recognition…  Serve as a teaching tool?  Were students provided feedback on their appropriate behavior?  Make appropriate behavior more likely to occur?  Were students “caught” in the act?  Build positive student/teacher relationships?  Enhance your school climate?  Counteract negative peer influences?  Create internal motivation in non-motivated students? USE YOUR DATA to identify and analyze the problems

Look at your BoQ Data

5 Data Review How did your team score on Items on the BoQ? What is working? What needs to be improved?

6 Related Activities Reward System Ideas You may want to revisit this activity

7 Who got Rewarded?  Your staff for using the system?  Did you address the fidelity by monitoring use of system?  Did you solicit feedback from staff regarding reward system buy-in?  Did you ensure that new faculty were informed of the program?  All students?  Were all faculty taught that all students are eligible?  Were students taught that not every act will be rewarded and solicitations will do not result in a reward?  The students who need them?  Were the faculty provided guidelines?  Ex: 3/week to “at-risk” students, 1/week to model student, 1 is staff’s choice  Some students may need shorter time intervals between rewards  Did your team consider how you document this for RtI?

8 Based on your data, when did you Reward?  AFTER a targeted behavior occurred?  Were specific behaviors rewarded?  Did you reward more often in problem locations?  Did your team avoid long delays?  More frequently after teaching?  Did you use data to decide when/how to reduce/fade?  All year long to keep them working for it?

9 Practice How to Provide a Reward Name behavior and expectation observed Give positive verbal/ social acknowledgement –Consider age, preferences of student Provide the reward “Darrel, when you helped Susan with her tray you were being respectful AND responsible! You just earned a Wild Cat dollar for being such a great helper.” Refrain from taking away rewards, or threatening to take them away, once they are given to a student

10 Implementation Tips Naturally occurring reinforcement still provided & encouraged  How can your faculty increase the ratio of positive to negative/neutral statements (4:1)?  What kinds of visual prompts will help keep staff focused on the positive? Re-examine your existing reward activities  What works? What needs improvement?  How is it tied to your SW expectations? Targeted behaviors on campus? How will you teach staff/students on the reward system?  How and when will you teach new staff/students? How will you maintain a variety of rewards offered?

11 Address Consistency (and faculty buy-in)  How will you teach your staff how to reward appropriately?  How will you give your staff concrete guidelines for distribution?  How will it change the way they go through their day?  What will your orientation packet look like for volunteers/substitutes?  How will you make it as easy as possible?  How will you reward your staff for using the system?  How will you SHARE DATA showing the impact of the system? What is the yearly schedule for sharing?

12 Action Plan! Refine Reward/Recognition Program  Record action items for low-scoring Benchmarks items (22-28)  Record action items to inform/involve your stakeholders (faculty, students, families)  Implementation Tips may help BoQ Element: Reward/Recognition Program Established