Description
This lesson describes the importance of having methods to monitor staff’s use of encouragement strategies with students when developing a schoolwide encouragement system.
Outcomes
- Develop methods to monitor staff’s use of encouragement strategies with students.
Prerequisites
Course 5 of the Tier 1 Implementation Guide, Encouraging Expected Behavior and Effective Teaching and Learning Practice # 3 Encourage Use of Expected Behavior in MO SW-PBS Handbook.
Reflective Questions
Thinking back on your responses to your students’ behaviors, do you…
• Find yourself giving a higher rate of corrective feedback than positive specific feedback?
• Find that you provide an equal amount of corrective and behavior contingent positive feedback?
• Find that you provide more positive specific feedback than corrective?
• Find that you provide positive specific feedback and corrective feedback at a ratio at or greater than 4:1?
Handouts
Pause & Reflect #1
A continuum or menu of strategies to encourage expected behavior has been developed. Positive specific performance feedback is provided using a variety of strategies and at a ratio of 4:1. Look at the following table. Discuss with your team how you might monitor each of these? Pause the video and when you are ready resume watching
Pause & Reflect #2
With your team review HO#5 Frequency and Type of Student Interactions. Discuss how you might use this handout to gather data to inform coaching with staff?
Also discuss who will see the results and what will be done with the data. Pause the video and when you are ready resume watching.
Closure & Follow-Up Content
Lesson Summary
During this lesson you have learned the importance of developing methods to monitor staff’s use of encouragement strategies with students.
Next steps include
- Decide upon simple action steps for how your building leadership team will monitor staff use of positive specific feedback across the school.
- Update your action plan using the Tier 1 Action Plan template and the Tier 1 Action Planning Checklist.
- Use the Tier 1 Artifacts Rubric to assess the quality of the resources your team develops.
Use the results of the PBIS Self-Assessment Survey (SAS) to gain perspective from all staff, and results from the PBIS Tiered Fidelity Inventory (TFI) to gain perspective from your building leadership team.
Next Step Questions
How will your leadership team and staff collect and then share the data gathered to remain transparent in the progress being made towards goals of increasing the use of positive specific feedback?
For More Information
Additional information can be found in the SW-PBS Handbook and Tier 1 Implementation Guide.
References
Sprick, R., Knight, J., Reinke, W., & McHale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest.