Transcript Coordinator Flex

Coordinator Flex
Scott Eckman, Jenny Fundus
October 22, 2013
October 24, 2013
Purpose
Purpose: To build understanding of behavior
strategies and interventions to use during
informal appraisals and team behavior
planning.
Tier 1 strategies
Promoting a 4:1 positive to corrective ratio
Tier 1 Supports (BoQ) -- Classroom
Systems, Acknowledgement Program
Established
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
Benchmarks of Quality
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
97%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
100%
85%
73%
68%
92%
79%
78%
80%
72%
76%
72%
74%
85%
71%
76%
87%
69%
68%
70%
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
What is acknowledgement?
• Acknowledgment: responding to student
behavior (verbal or gesture) in a way that
provides attention
for positive/desired behavior or problem/nondesired behavior.
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
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
What does it look like?
GENERAL:
Verbal or Nonverbal
SPECIFIC:
Verbal
Nice Job
Awesome
That’s right
Great work!
High five
Nod
Smile
Fist bump
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
What does a student hear?
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•
In the morning
On the bus
Arriving at school
In class
Lunch
Recess
After school
Home
What does a student hear?
Wake up!
Hurry, we’re gonna
be late
Good morning
How are you today?
Pick up your mess
Eat your
breakfast
Sit down
Time out
Good job!
Great work
Good to see you
Thank you!
Brush your
teeth
Walk in the halls
Be quiet
Where’s your homework?
Put your head down
Get your book out
Pay attention
Stop talking
Keep hands to self
Go to the
buddy room
Do your homework
Go to bed
Think time
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
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.
Visuals
4 to 1
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
Using Evernote
Use sticky notes to tally positive and corrective interactions….
Use the Post It note camera in Evernote to organize and keep
track
Class Dojo
example
Form for teachers
Example
Classroom Observation
Incorporate your building-wide
Acknowledgement system
• Your “gotchas” are a great reminder for staff
to give positive reinforcement to students
Frequently asked Questions about
Acknowledgement
• What can we say to staff if these questions
come up?
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)
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)
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)
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)
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)
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)
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)
Best Practices
• I-FEED-V (Loveless, 1996, p.60-61)
– Immediately
– Frequently reinforcing students
– Enthusiasm
– Eye contact
– Describe the behavior
– Variety
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
Randy Sprick
Article
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?
The Dr. Phil Question
How’s that
working for you?
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
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?
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.
Noting Tier 1 Supports
• Domain 1: Planning and Preparation
– Appropriately planned/content standards lesson
• Domain 2: The Classroom Environment
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Effective classroom management
student centered
Motivation/praise
Conducive learning environment Individual differences recognized
• Domain 3: Instruction
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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
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.
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.
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?
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.
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?
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.
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?
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
What’s your plan?
• Email your assigned supervisor your plan how
you are going to connect tier 1 interventions
to the appraisal system. Identify questions or
support you need within your plan.