Transcript Slide 1

Booster/Refresher Training:
Reward/Recognition Program
Established
Benchmarks of Quality Items # 22 - 28
2011-2012
What is a “Reward?”
•Social
– Time w/ friends
– Verbal praise
•Activity
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Teacher assistant
Art project
School dance
Faculty/student games
•Sensory
– Lights, temperature,
music, seating
•Escape
– “1-Minute Ticket”
– Homework pass
– Library pass
•Tangible
• Edibles
• Materials
• Praise notes, Pencils,
notebooks, stickers,
photos, T-Shirt
• Tokens
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Did your rewards/recognition…
 Serve as a teaching tool?
 Were students provided feedback on their appropriate
behavior?
 Make appropriate behavior more likely to occur?
 Were students “caught” in the act?
 Build positive student/teacher relationships?
 Enhance your school climate?
 Counteract negative peer influences?
 Create internal motivation in non-motivated students?
USE YOUR DATA
to identify and analyze the problems
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Look at your BoQ Data
Data Review
• How did your team score on Items 22-28 on
the BoQ?
• What is working?
• What needs to be improved?
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Related Activities
• Reward System Ideas
You may want to revisit this activity
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Who got Rewarded?
 Your staff for using the system?
 Did you address the fidelity by monitoring use of system?
 Did you solicit feedback from staff regarding reward system buy-in?
 Did you ensure that new faculty were informed of the program?
 All students?
 Were all faculty taught that all students are eligible?
 Were students taught that not every act will be rewarded and
solicitations will do not result in a reward?
 The students who need them?
 Were the faculty provided guidelines?
 Ex: 3/week to “at-risk” students, 1/week to model student, 1 is staff’s choice
 Some students may need shorter time intervals between rewards
 Did your team consider how you document this for RtI?
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Based on your data,
when did you Reward?
 AFTER a targeted behavior occurred?
 Were specific behaviors rewarded?
 Did you reward more often in problem locations?
 Did your team avoid long delays?
 More frequently after teaching?
Did you use data to decide when/how to reduce/fade?
 All year long to keep them working for it?
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Practice How to Provide a Reward
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Name behavior and expectation observed
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Give positive verbal/ social acknowledgement
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Consider age, preferences of student
Provide the reward
“Darrel, when you helped Susan with her tray you were
being respectful AND responsible! You just earned
a Wild Cat dollar for being such a great helper.”
• Refrain from taking away rewards, or
threatening to take them away, once they
are given to a student
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Implementation Tips
• Naturally occurring reinforcement still provided &
encouraged
 How can your faculty increase the ratio of positive to negative/neutral
statements (4:1)?
 What kinds of visual prompts will help keep staff focused on the positive?
• Re-examine your existing reward activities
 What works? What needs improvement?
 How is it tied to your SW expectations? Targeted behaviors on campus?
• How will you teach staff/students on the reward system?
 How and when will you teach new staff/students?
• How will you maintain a variety of rewards offered?
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Address Consistency
(and faculty buy-in)
 How will you teach your staff how to reward
appropriately?
 How will you give your staff concrete guidelines for
distribution?
 How will it change the way they go through their day?
 What will your orientation packet look like for volunteers/substitutes?
 How will you make it as easy as possible?
 How will you reward your staff for using the system?
 How will you SHARE DATA showing the impact of the
system? What is the yearly schedule for sharing?
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Action Plan!
Refine Reward/Recognition Program
BoQ Element:
Reward/Recognition Program Established
Record action items for low-scoring
Benchmarks items (22-28)
Record action items to inform/involve your
stakeholders (faculty, students, families)
 Implementation Tips may help
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