Coordinator Flex Scott Eckman, Jenny Fundus

1. Coordinator FlexScott Eckman, Jenny Fundus October 22, 2013 October 24, 2013

2. Purpose Purpose: To build understanding of behavior strategies and interventions to use during informal appraisals and team behavior planning.

3. Tier 1 strategies Promoting a 4:1 positive to corrective ratio Tier 1 Supports (BoQ) -- Classroom Systems, Acknowledgement Program Established

4. Essential Components Essential Components: Leadership team Staff Commitment Expectations and Rules Lesson Plans for teaching expectations/rules Acknowledgement Program established Effective Procedures for dealing with discipline Data Entry and Analysis Classroom systems Evaluation Implementation Plan

5. Benchmarks of Quality

6. Benchmarks Classroom teachers use immediate and specific praise Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors System of acknowledgement implemented consistently across campus A variety of methods are used Ratios of acknowledgement/reinforcement to corrections are high

7. What is acknowledgement? • Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior.

8. Why focus on positive acknowledgement? • Reinforce the teaching of new behaviors • Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial • Harness the influence of kids who are showing expected behaviors to encourage the kids who are not • Strengthen positive behaviors that can compete with problem behavior • Improve school climate • Create positive interactions and rapport with students

9. Why? • After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5% • When the rate of criticism was increased, off-task behavior increased from 25.5% to 31.2% with over 50% off-task behavior on some days • In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year • In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year • Becker, Engleman, & Thomas, 1975

10. What does it look like? GENERAL: Verbal or Nonverbal Nice Job Awesome That’s right Great work! High five Nod Smile Fist bump SPECIFIC: Verbal Nice job passing out papers I appreciate how you picked up your materials You did great work as a group by letting everyone contribute Consider giving a reason:, and attaching a positive consequence: Jack you did a nice job (general)…….sharing your opinion in a calm voice (specific)……when you share your opinion in a calm voice people are more likely to listen to your ideas (reason)……… because you did such a nice job sharing your opinion, you have earned a panther paw (positive consequence) Example from Boys Town

11. What does a student hear? • In the morning • On the bus • Arriving at school • In class • Lunch • Recess • After school • Home

12. What does a student hear? Wake up! Hurry, we’re gonna be late Pick up your mess Good morning Eat your breakfast Brush your teeth How are you today? Sit down Walk in the halls Be quiet Time out Good job! Where’s your homework? Put your head down Get your book out Great work Stop talking Good to see you Pay attention Keep hands to self Go to the buddy room Thank you! Think time Do your homework Go to bed

13. How? • Pay attention to What you Want to See • Keep it genuine; not the same for all kids • Negative interactions are not wrong and are sometimes necessary; the key is the ratio

14. Ways to promote 4:1 ratio • Post a visual reminder to praise students • Praise in Pairs: after praising one student, find another student exhibiting similar behavior to praise • Get creative: gestures (thumbs up, Ok sign, clapping, nod, high five), tangibles, points towards a whole class or individual reward, contacting parents, etc.

15. Visuals 4 to 1

16. Ways to Monitor 4:1 ratio • Move pennies/paperclips from one pocket to the other based on positive and negative acknowledgements • Index Card Tearing (long side for positive, short side for negative) • Hash marks on tape on your arm

17. Using Evernote Use sticky notes to tally positive and corrective interactions…. Use the Post It note camera in Evernote to organize and keep track

19. Class Dojo example

20. Form for teachers

21. Example

22. Classroom Observation

24. Incorporate your building-wide Acknowledgement system • Your “gotchas” are a great reminder for staff to give positive reinforcement to students

25. Frequently asked Questions about Acknowledgement • What can we say to staff if these questions come up?

26. Question 1 Shouldn’t children this age already know what is expected of them and how to behave? Answer: Behavior that is acknowledged is more likely to occur again Behavior that is ignored is less likely to be repeated No good behavior should be taken for granted, or it may decline Sprague & Golly (2004)

27. Question 2 Praising feels unnatural.  Won’t kids think it sounds phony? Answer: The more you praise, the more natural it will feel If you praise appropriate behaviors that truly happened, there is nothing phony about it Kids who get praise will tend to praise others Sprague & Golly (2004)

28. Question 3 Isn’t praise manipulative and coercive? Answer: The purpose of praise is to reinforce and increase positive behavior with the student’s knowledge Praise helps clearly describe expectations so that students can successfully meet them Sprague & Golly (2004)

29. Question 4 Isn’t giving a reward like bribing students to do what you want? Answer: A bribe attempts to influence or persuade someone to produce a desired behavior that hasn’t yet happened .A reward reinforces a desired behavior that has already happened. Sprague & Golly (2004)

30. Question 5 Won’t students come to depend on tangible rewards? Don’t extrinsic rewards decrease intrinsic motivation? Answer: Tangible rewards should be accompanied with social rewards. When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened. Sprague & Golly (2004)

31. Question 6 Shouldn’t rewards be saved for special achievements? Answer: By acknowledging only the “big” behaviors, adults send the message that everyday behaviors of courtesy, responsibility, and respect are not important. Small steps on the way to achievement need to be recognized. Sprague & Golly (2004)

32. Question 7 Do students in middle and high school still need acknowledgement? Answer: People of all ages, including adults, need to be recognized and acknowledged for their efforts. Students of all ages need recognition, praise, and rewards particularly during the difficult transition of adolescence.. Sprague & Golly (2004)

33. Best Practices • I-FEED-V (Loveless, 1996, p.60-61) • Immediately • Frequently reinforcing students • Enthusiasm • Eye contact • Describe the behavior • Variety

34. Best Practices (cont.) • Praise in public, correct in private • Praise immediately (catch kids being good) • Praise frequently (new skills are acquired quicker) • Praise when it’s earned • Praise the behavior

35. Randy Sprick

36. Article

37. Communication • Who communicates student plans? • Who communicates tier 1 strategies to parents, students and other staff members? • How does communication occur? • When does communication occur?

38. The Dr. Phil Question How’s that working for you?

39. Why is Communication Important? Communication, Links to all levels of the organization– Because you have a unique perspective and understanding of the organization that others above and below you may not have, you should strive to use your knowledge not only for your own advantage but also to communicate both up and down the chain of command. The biggest job in getting any movement of the ground is to keep the people who form it. This task requires more than a common aim; it demands a philosophy that wins and holds the peoples allegiance; and it depends upon open channels of communication between the people and their leaders. -John Maxwell, 360 degree leader

40. Reflection • How can you improve your communication with others about Tier 1 supports? • How can you empower others to use their knowledge about tier 1 supports both up and down the chains of commands?

41. Putting It Altogether-Appraisals The purpose of the LPS appraisal program is to provide data that will: • Enhance the growth and development of staff. • Result in continuing communication between appraiser and appraisee. • Identify district performance expectations being exceeded, met or needing improvement. • Determine employment status. • Inform staff of district and building emphases and assist personnel in achieving them. • Help staff integrate personal, district, and building emphases.

42. Noting Tier 1 Supports • Domain 1: Planning and Preparation  • Appropriately planned/content standards lesson • Domain 2: The Classroom Environment  • Effective classroom management • student centered • Motivation/praise • Conducive learning environment Individual differences recognized • Domain 3: Instruction  • Maximized time for learning Active teaching/facilitation • Varied approaches to teaching and learning • Critical thinking/problem solving • Assessment/instruction aligned Objectives/expectations stated • Student involvement • Student engagement/success experienced • Questioning strategies/inquiry • Individual differences recognized

43. Comment Section • Domain 1 Planning Preparation • Students seemed to understand classroom procedures because 19 out of the 20 students came into class and started on the beginning classroom activity. • Domain 2 Classroom Environment • The Dawes common expectations were posted in Mrs.__ classroom. Before beginning the lesson, Mrs. _reviewed the skill of the week. • Domain 3 Instruction • Mr.__ noticed that Johnny, Timmy and Carol were talking during instruction. At work time, Mr. __ approached the three students. In a quiet conversation he reminded them about the 3 expectations: Be Safe, Be Responsible, Be Respectful.

44. Scenario 1 You are in a ___ classroom doing an informal appraisal. You sit in the back of the classroom. The teacher greets the students and begins to introduce __ content. As you are observing the class you notice a young man, sitting towards the back of the classroom, with his hoody of his head and his head resting on his desk. A para educator, walks over to the student and says something (you can’t hear it), then walks off. The student continues to lay his head on the desk. The teacher did not address the student during the 20 minutes you were in her classroom.

45. Questions • What tier 1 interventions are in place? • Was the communication between the staff members and/or students effective? • How would you respond in the teacher’s appraisal about this situation?

46. Scenario #2 A staff member comes to you because she is upset that Mr. __, resource teacher, has not communicated to her Jenny’s behavioral plan. This is the third time a teacher has came to you to express concerns that Mr. __ hasn’t communicated about student plans.

47. Questions • What tier 1 interventions are in place? • Was the communication between the staff members and/or students effective? • How would you respond in the teacher’s appraisal about this situation?

48. Scenario #3 Mrs. __ has expressed several concerns about Jeannette. She tells you that Jeannette is tapping her pencil, sings and talks without raising her hand. You and Mrs. _ decide that you would conduct an informal observation so you can give her feedback on Jeannette’s behaviors. While in the classroom, you notice that Jeannette raises her hand multiple times but isn’t called on. Then she begins to shout out responses. Mrs. __ redirects her, then continues to teach. Jeannette leans back in her chair and begins to sing. Mrs. _walks over and gently taps Jeannette’s shoulder.

49. Questions • What tier 1 interventions are in place? • Was the communication between the staff members and/or students effective? • How would you respond in the teacher’s appraisal about this situation?

50. Leadership Wisdom If you seek to lead, you must first lead yourself—your own purpose, ethics, principles, motivation, and conduct; only then can you truly lead others in the direction they should go. -Dwayne Chism