1. Please note: The intent of this presentation is to provide content related to the need for and development of School-wide acknowledgement and correction systems as a part of school-wide Positive Behavior Supports (PBS) The intent of this presentation is to provide content related to the need for and development of School-wide acknowledgement and correction systems as a part of school-wide Positive Behavior Supports (PBS) This presentation is part of a course series and not intended as a stand along presentation. This presentation is part of a course series and not intended as a stand along presentation. Please notify the developers before altering or using for any reason other than the intended purpose. Please notify the developers before altering or using for any reason other than the intended purpose. When using these materials, please cite the State Support Team Region 13. When using these materials, please cite the State Support Team Region 13. Contact Karen Stine (513) 674-4308 or karen.stine@hcesc.org

2. School-Wide Positive Behavior Supports Course Series Session 3: Acknowledgement and Correction

3. Why Develop a Reward System Schoolwide ? Increases likelihood of desired behaviors Increases likelihood of desired behaviors Creates a focus on desired behaviors Creates a focus on desired behaviors Fosters a positive school climate Fosters a positive school climate

4. Who do we acknowledge? Acknowledge students who are demonstrating the desired behavior Acknowledge students who are demonstrating the desired behavior Keep ratios of reinforcement to correction high (4:1) Keep ratios of reinforcement to correction high (4:1) Consider acknowledging staff efforts Consider acknowledging staff efforts

5. How do we acknowledge appropriate behavior? Acknowledge behavior immediately after it occurs Acknowledge behavior immediately after it occurs Name the behavior and expectation observed Name the behavior and expectation observed Give positive/verbal/social/token reinforcement Give positive/verbal/social/token reinforcement

6. What do acknowledgements look like? School bucks to be used in the school store School bucks to be used in the school store “Caught Being Good” certificates “Caught Being Good” certificates Buttons with the school logo on the front Buttons with the school logo on the front “No Tardy Party” “No Tardy Party” Specific verbal praise Specific verbal praise A high Five A high Five

7. Acknowledgement Using a Token System A token system refers to a reward system that works in the same manner as money, where a “token” can be redeemed for “things” or “experiences”.

8. Challenges Remain positive Remain positive Maintain consistency with all staff Maintain consistency with all staff Track your acknowledgement system Track your acknowledgement system Refrain from taking earned rewards away from a student Refrain from taking earned rewards away from a student

9. Acknowledging Staff Keep staff motivated Keep staff motivated Use community resources and local businesses Use community resources and local businesses

10. What is the Purpose of Developing Corrections? The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school ( Mayer & Leone, 1999) The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school ( Mayer & Leone, 1999)

11. Corrections Must Align with: School-wide expectations School-wide expectations System for teaching expectations System for teaching expectations System for rewarding expected behaviors System for rewarding expected behaviors

12. When Developing Consequences: Identify where the various behaviors will be managed Identify where the various behaviors will be managed Avoid long delays between inappropriate behavior and disciplinary/corrective action Avoid long delays between inappropriate behavior and disciplinary/corrective action Establish re-entry procedures Establish re-entry procedures

13. How Do Staff Deliver the Consequences? Identify the problem behavior Identify the problem behavior State school-wide expected behavior State school-wide expected behavior Describe/model expected behavior Describe/model expected behavior Student demonstrates expected behavior Student demonstrates expected behavior Provided acknowledgement of expected behavior Provided acknowledgement of expected behavior

14. Why Aren’t Consequences Effective for Some Students? It is not related to the function of the behavior It is not related to the function of the behavior If students end up going to the office: If students end up going to the office: The behavior has served its function The behavior has served its function The task avoided has been rewarded The task avoided has been rewarded The student sees no need to change; s/he got what s/he wanted! The student sees no need to change; s/he got what s/he wanted!

15. What to Bring on March 24: Your School’s Behavioral Expectations Your School’s Behavioral Expectations Completed Expectations Matrix Completed Expectations Matrix All developed lesson plans All developed lesson plans Any preliminary plans for Fall ‘09 “kick-off” event Any preliminary plans for Fall ‘09 “kick-off” event Team binder Team binder Completed task lists from Sessions 1 & 2 Completed task lists from Sessions 1 & 2