1. Janeah Gullett, Area Coordinator, Kycid Lacy Gross, Montgomery County High School Nicole Clark, Melissa Marr, Warren East High School

2. School- wide reinforcement systems at any level provides:  a common purpose and approach to discipline  a clear set of positive expectations and behaviors  procedures for teaching expected behaviors  a continuum of procedures for encouraging expected behaviors and discouraging inappropriate behaviors  procedures for ongoing monitoring and evaluation of the system

3.  High school students should not need rewards and acknowledgements to do what is right  Equity across all students  Rewards will inhibit development of intrinsic motivation

4.  Reinforcing appropriate behaviors can influence the likelihood that a behavior will occur again  All of us access acknowledgements and reinforcers throughout the day  People self deliver or self recruit reinforcement when it is not provided for them

5.  The formal and frequent use of positive reinforcement for student behavior contributes to environments that are described as positive, caring, safe and other desirable attributes  School-wide systems of reinforcement increase investment by staff and students in systems and practices of prevention of problem behavior for all students

6.  Use naturally occuring, contextually and culturally appropriate forms of rewards  Involve everyone  Prompt the staff to use the system, and reward them for doing so  Adjust the system for students with high risk behaviors  Highlight and show the effects and outcomes. Celebrate success

7.  Involvement of staff is crucial from the beginning of the process  Address perceptions about rewards  Look for low cost or no cost reinforcers  Support from administration is nonnegotiable  Involving parents and community businesses can improve the system  Managing the logistics of the system will be the greatest barrier for high schools

9.  Students who consistently do the right thing will be recognized with the Eagle Card status.  Eagle Cards were invented as a response to the complaint “only the ‘bad’ kids get rewards when they finally do the right thing!”  This can be earned each quarter.  Students receive a coupon book w/ a variety of items including coupons for drawings, entry to games and activities, dance/Prom tickets, cafeteria items and more.  Student names become part of a pool from which names are drawn for special Eagle Card rewards.

10.  No more than 2 excused absences per quarter. (No unexcused absences.)  Grades of C or better in all classes.  No discipline referrals.

11.  Recognition of exemplary behavior – “above and beyond”  Adult quality recognition ◦ Letter, signed by the principal, recognizing positive action by an individual student  May become a part of the Senior Portfolio ◦ Unexpected acknowledgement – students do not know when they have been nominated by a teacher or staff member ◦ Given to the student during a class in front of peers; given by their vice principal or the principal. ◦ Creates a positive example to peer group and spreads a positive vibe to the class and the school!

13.  Students nominate other students who “go above and beyond” to help them at school, even if just by “being there” and making the day better.  Nominations posted outside of the media center for all to see.  Frequent drawings – students who are nominated as well as those who nominated them can win prizes such as giftcards.

14.  Bohanon-Edmonson,H.,Flannery,K.B., Eber, L.&Sugai,G. (2004) Positive Behavior Support in High Schools Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports. University of Oregon unpublished manuscript  North Point High School, Illinois, Carrie Akins; cakins@ccboe.com (administrator) cakins@ccboe.com  Milwaukee Public Schools district T. Joan Fecteau PBIS external coach