10/5/2015
Maximizing Your Session Participation
When Working In Your Team
D8:
Consequence & Recognition
Systems
Therese Sandomierski, Ph.D., FLPBIS TA
Specialist
Jon Beach, Principal of North Elementary
Consider 4 questions:
This product was developed by the Florida
Positive Behavioral Interventions and
Support Project, a project funded by the
State of Florida, Department of Education,
K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through
federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Where are you in the implementation
process?
Adapted from Fixsen & Blase, 2005
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–
–
–
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?
Leadership Team Action Planning
Worksheets: Steps
Exploration & Adoption
• We think we know what we need so we are planning to move forward (evidencebased)
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Installation
• Let’s make sure we’re ready to implement (capacity infrastructure)
Initial Implementation
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
• Let’s give it a try & evaluate (demonstration)
Full Implementation
• That worked, let’s do it for real and implement all tiers across all schools
(investment)
• Let’s make it our way of doing business & sustain implementation
(institutionalized use)
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
Florida’s PBIS Project
Session Objectives
1.Define critical features of effective reward and
consequence systems
2.Obtain examples of practical applications of these
critical features
3.Become familiar with different ways data can improve
the effectiveness of reward and consequence systems
Mission
• Increase the capacity of Florida’s school districts to
use team based planning and problem-solving to
implement positive behavior support within a MultiTiered System of Support (MTSS).
What We Do
• Provide training and technical assistance to districts
in the development and implementation of positive
behavior supports at the Tier 1, classroom, targeted
group (Tier 2), and individual student (Tier 3) levels.
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10/5/2015
Number of Schools Trained in Tier 1
August 10, 2015
•
•
•
•
•
•
Florida’s PBIS:MTSS Project is currently
working with 51 out of 67 school
districts - 76% of Florida’s school
districts.
8
883
317
204
101
102
Pre-K Schools
Elementary Schools
Middle Schools
High Schools
Alt/Center Schools
Other (e.g. K-8)
• 1,615 TOTAL SCHOOLS
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John Beach
[email protected]
8
14 Years as Principal, North
Elementary, Princeton – 750
Students grades 3 – 5
Cohort 1 in Minnesota with 8 other
schools in 2005-06
7th Year as a Minnesota PBIS Team
Trainer
By the Numbers………….
# of Districts/Charters in MN PBIS to date =
189
# Schools in MN PBIS to date = 543
% of MN schools PBIS = 27%
# Students impacted by SW-PBIS =
247,009
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2
10/5/2015
600
543
500
400
First Year
300
Second Year
Sustain
200
100
0
05 06
06 07
07 08
08 09
09 10
10 11
11 12
12 13
13 14
14 15
15 16
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10/5/2015
4 PBS Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
Effective Consequence
Systems
PRACTICES
This product was developed by the Florida
Positive Behavioral Interventions and
Support Project, a project funded by the
State of Florida, Department of Education,
K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through
federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Supporting
Student Behavior
Key Components
Defining Incident Levels
Effective Discipline Systems
1. Includes definitions, responses, & forms
a.
Data system provides information in a way that supports
effective decision maki ng
1. Office-Managed Incidents (Majors)
a. Handled by the administration
b. Physical fights, property damage, weapons, tobacco
2. Utilizes an instructional approach, preventative strategies
a.
b.
For students and staff
Facilitates consistency across campus
2. Teacher-Managed Incidents (Minors)
a.
b.
c.
d.
3. Avoids long delays between the behavior and the disciplinary
action
4. Communicates with stakeholders
a.
b.
Staff involved
Families: Reflects cultural values; Provides direct, timely notice
c.
Students: Reflects cultural values; Reviews their responsibilities
Handled quickly and efficiently
Typically by the classroom teacher
Handled where incident occurred
Tardy, lack of materials, incomplete assignments, gum chewing
3. Crisis Incidents
a.
b.
5. Establishes re-entry procedures for staff and students
6. Implemented with fidelity to facilitate data-based problemsolving
Require an immediate response from administration and/or crisis
response team
Bomb Threats, weapons alerts, intruder, fire evacuations, etc.
*Consult district and school policies for crisis incidents
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Effective Responses
• Based on function of behavior, developmentally
appropriate
• Considers:
– Context of incident
– Cultural norms
– Student’s learning history/contact with Tier 1
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Preventing Problem Behavior
1.
2.
3.
4.
a.
• Instructional
• Removes students from the classroom as a last resort
– Ensures alternative settings provide academic instruction
– Returns students to class as soon as possible
• Utilizes data to design proactive, positive & preventative
strategies used in concert with disciplinary action
Develop positive relationships with students
Continuous teaching & rewarding
Active Supervision
Modify the environment and/or instruction
b.
c.
5.
6.
7.
8.
Traffic flow, tempting materials, line of sight, organization, visual
boundaries
Change schedule
Interesting & engaging instruction (adapt curriculum, special assignment,
tutoring, computer/ internet work, role play)
Provide prompts/Pre-Correction
Provide Choices
Utilize verbal de-escalation techniques (CPI Institute)
Community circles
*Refrain from taking or threatening to
take away an earned reward!
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10/5/2015
Disciplinary Actions
Responses to Problem Behavior
•Examples
•Examples
7. Self-Monitoring
1. Eye contact
2. Proximity control
3. Remind/re-teach
expectation or rule
4. Re-direct to task
8. Cool-off pass
9. Humor
10. Change student’s seat
11. Provide choices
12. Give the student a
responsibility
13. Restorative practices
5. Reward around the
student
6. Active engagement
1. Conference with student
and/or parent
2. Failure to earn a privilege
or reward
3. Student Contracts
4. Loss of privileges
5. Reflective activities
6. Restitution/Apology
7. Mini-courses
8. Counseling
9. Peer Mediation/Teen
Court
10. Community service
11. Parent supervision
12. Restorative practices
Major and Minor Forms
The Restorative Chat
(Lucille Eber)
1.
2.
3.
4.
5.
6.
Tell me what happened.
What you were thinking at the time?
What do you think about it now?
Who did this affect?
What do you need to do about it?
How can we make sure this doesn't
happen again?
7. What I can do to help you?
Efficient and
effective tools for
data-based
problem-solving
that:
• Identify patterns
that can change
behaviors
• Generate ideas
for intervention
• Include function,
context/activity
taking place at
the time of the
incident
McIntosh, K. (Oct. 27, 2014). Enhancing Equity through Effective Professional
27
Development. PBIS Implementers’ Forum, Chicago, IL.
OFFICE
Write a
referral &
escort
student to
office
Admin
determines
consequence
Student conference
Re-teach expectation
Parent contact
Detention
Refer to guidance
In-school suspension
Out school suspension
Recommend for
expulsion
Copy of referral given to
teacher/staff
Copy retained at school
Copy of referral sent to
parent via student
IS THE
INCIDENT
MANAGED IN
THE ...
SAMPLE INTERVENTIONS
Seating Change
Student Conference
Parent Contact
Student Contract
Redirection
Proximity
Loss of Privilege
Restitution
Apology
Verbal & Non-Verbal Prompt
Reward Alternate Behavior
Teacher Completes
Classroom
Assessment Tool
(CAT) to assess
variables in classroom
that may be
promoting problem
behavior (i.e..
ecological, classroom
behavior system, &
curriculum/
instruction)
One behavior
at a time
• If multiple
behaviors occur,
record the most
problematic
Documents
impact on
academic
engaged time
(AET)
Completed by
staff who
witnessed
incident
• Time-Out
• Think Area or
Problem-Solving
Room
• Student sent
home early
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CLASSROOM
Verbal Warning
Re-state
Expectation/Rule
Behavior
stops no
further
action
2nd Step (same behavior)
Re-teach Expectation,
begin classroom behavior
report/apply intervention
Behavior
stops no
further
action
3rd Step (same behavior)
apply intervention
contact parent
4th Step ( same behavior)
Continue classroom
behavior report. Contact a
peer, guidance, or admin
for further
intervention/suggestions
5th Step ( same behavior)
Refer to guidance or
complete office referral
form
Behavior
stops no
further
action
Behavior
stops no
further
action
For Office Referrals
attach completed
copies of classroom
behavior reports
Write a referral & escort
student to office
Martin County Schools: Hidden Oaks MS
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10/5/2015
Behavior Flow Chart - https://goo.gl/voHBwt
Levels System - https://goo.gl/7hMGtJ
Classroom Routines / Expectations –
https://goo.gl/7Wwdzp
Referral Form - https://goo.gl/CLnPAc
Tiger Pride Reference Sheet https://goo.gl/n8VmWI
Effective Reward Systems
This product was developed by the Florida
Positive Behavioral Interventions and
Support Project, a project funded by the
State of Florida, Department of Education,
K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through
federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Rewarding Appropriate Behavior
1. Serves as a teaching tool by providing feedback
on appropriate behavior
2. Makes appropriate behavior more likely to occur
a.
b.
Catch students ‘being good’
Creates behavioral momentum
3. Builds positive student/teacher relationships,
school climate
4. Counteracts negative peer influences
5. Increases intrinsic motivation
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Types of Rewards
Social
1. Time with friends
2. Verbal praise
Activities
1.
2.
3.
4.
Teacher assistant
Art project
School dance
Staff/student games
Sensory
1.
2.
3.
4.
Lights
Temperature
Music
Seating
Escape
1. “1-Minute Ticket”
2. Homework pass
3. Library pass
Tangible
1. Edibles
2. Materials
a.
b.
c.
d.
e.
Praise notes
Pencils, notebooks
Stickers
Photos
T-Shirt
3. Tokens
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10/5/2015
Alternatives to Token Economies
Reward Systems
Token Economies
Benefits
1. Written or public recognition
Drawbacks
• Logistics can be
• Fast & efficient feedback
intimidating
• Flexible
• Ensure adequate supply
• Bridge to long-term
• Consider group rewards
reward
(grade-level, classroom)
• Counterfeiting
• Color code, stamp
• Signatures, expiration dates
• Staff buy-in
• Provide guidelines for use
• Reward participation
• Work around resisters
• Target Tier I
• Specific areas
2. Class/grade-level competitions (group contingencies)
a.
b.
Tardies, attendance, dress code
Expand to other behaviors (on-task, homework-turned in, etc.)
3. Surprise Events – Random call or visit to the
classroom by the Principal
4. Visit to the media center, library, gym
5. Punch Cards
6. Positive Referrals
7. Phone Call Home
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Guidelines for Providing Rewards
1. When
a.
b.
c.
Immediately after the target behavior occurs (expectation)
Frequently after teaching an expectation
In problem locations or situations
2. Avoid
a.
b.
c.
Long delays between the display of positive behavior and
reward
A single option for reinforcement
Only quarterly or semester events
3. General
a.
b.
c.
a.
Should be aligned to students’ behavioral functions
Students should always be eligible to earn a reward
‘No’ parties should not be used in isolation (i.e., ‘No’
tardies, referrals, dress code violations, etc.)
Some students may need shorter time intervals between
rewards
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How to Reward
Reward System Guidelines
1. Name the behavior the student demonstrated
2. Name the expectation the behavior matched
3. Provide positive acknowledgement (consider age and
student preference)
Example:
“ David, when you helped Susan with her tray you were being
respectful and responsible. You earned a Wild Cat dollar
for being such a great helper.”
•
Refrain from taking or threatening to take away
a reward once it has been earned
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1. Teach
a. What behaviors will earn rewards
b. How and when to reward (i.e., priority locations)
2.
3.
4.
5.
6.
Offer a variety
Establish a hierarchy
Survey students and families for ideas
Make it as easy as possible
Use and share data
a. Decrease in problem behaviors
b. Increased participation in reward events
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10/5/2015
PBIS and the Classroom
Funding Rewards and Ideas
1. School Improvement funds (SIP)
2. PTO, Community Partnerships, Community Donations
3. Fundraisers
a.
b.
School night at local restaurant
School Yard Sale
4. Grants
5. Educational websites
a.
Learning Earnings (http://www.learningearnings.com)
6. Free / low-cost
a.
b.
c.
d.
Social activities
School events
Parking pass
First-in-line
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Classroom Reward System
1.
2.
3.
4.
Developed by teachers
Incorporate Tier 1 rewards into classroom system
Immediate, specific praise
Minimum of 4:1 ratio positives to neutral/negative
statements
5. Acknowledgement for meeting Tier 1 expectations
and following classroom rules and routines
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Themes
Friday Tiger Paw Report
Teaching the matrix in the first weeks – starting
the second day
Kick off assembly – first Friday of the year
North Star Café
Sub Sub Parties
Tiger Bingo – end of tri 1 and 2
Film festival
Carnival
Positive Playground Incentive
Thermometer idea
End of year assembly – last Friday of the year
Tiger Pride News
Staff Recognition
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10/5/2015
Tiger Pride Friday Report is now a Google
Form – allowing us to keep track of the
number of Tiger Paws given out.
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10/5/2015
Two previous ideas
We are North Elementary – I Belong!
Be Brave!
MN Nice
Traveling Through Books
Eight Years of Music
Videos Tiger Pride is Growing
https://goo.gl/Rh3w9Q
Traveling Through Time
Traveling Through MN
Traveling Around the World
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10/5/2015
State Film Festival in June
1. Tiger Pride/ Classroom – Rysavy Pod
2. Cool to Walk in School – Walerius Pod
3. Lego Tiger Pride - Burling
National Film Festival in March
1. Be Brave - Franson
2. Respect Train – Yellow Pod
3. All about Respect – E. Ryan Pod
Tiger Pride – Film Festival 2016
Fourth Annual
2015 Playlist https://goo.gl/Kbgypp
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10/5/2015
Main Page http://goo.gl/H3baOs
2013 National Film Festival Winner http://goo.gl/s389Qy
2013 – 14 Music Video – MN Nice http://goo.gl/WSslrN
20 DAYS = Hat Day
40 DAYS = Extra Recess
60 DAYS = Specialist Surprise
80 Days = Mr. Beach activity
100 DAYS = Ice skating or boot skating at Princeton
Hockey arena
120 DAYS = Movie and Popcorn
140 DAYS = Carnival
15,000 Tiger Paw
Reward!
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10/5/2015
Tiger Pride News
TPN Link – Live morning announcements https://goo.gl/5wuRRY
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10/5/2015
All Staff Involved!
Positive Behavior Support
Graduate Certificate
Applying Multi-Tiered Systems of Support
Fully Online




12 Credit Hours
Behavior Challenges in Young Children
Consultation & Collaboration
Intensive Individualized PBS
School-Wide PBS
http://pbs.cbcs.usf.edu
Contact Information and Resources
FLPBIS:MTSS Project
•
•
•
•
•
Phone: (813) 974-6440
E-mail: [email protected]
Website: http://flpbs.fmhi.usf.edu
Facebook: www.facebook.com/flpbs
YouTube: https://www.youtube.com/user/flpbs1
Tiger Pride at North Elementary (Minnesota)
• Principal John Beach: [email protected]
OSEP TA Center on PBIS
• Website: www.pbis.org
Association on PBIS
• Website: www.apbs.org
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