PBIS Universal Acknowledgement Matrix



PBIS Universal Acknowledgement Matrix

Hartford University School

September 2009

|Type |What |When |Where |What Gives? |

|High Frequency |The teacher invites students to give daily boosts. “I want to boost |Teacher Choice: |The Classroom |The boost is its own reward. |

| |(name) for (kind deed, strong effort, etc.).” e.g., “I want to |e.g., Breakfast, | | |

|Daily Boosts |boost Jaylan for helping our new classmate at lunch;” “I want to |Community Time, | | |

| |boost Adriana for being super focused in reading group;” “I want to |Dismissal | | |

| |boost Bob for walking away from a confrontation.” | | | |

|High Frequency |Each staff member is responsible for giving out up to 20 Hartford |When an appropriate |Students turn in their |Teacher holds a classroom weekly drawing and |

| |Hurrah Cards a week. During the first two months, teachers are not |behavior is observed.|Hurrahs (received throughout|allocates small acknowledgement (computer time, |

|Hartford Hurrahs |to give Hurrahs out to their own students. | |the building) to the Hurrah |first to lunch, etc.) See list of Free or |

| |During September: Focus on Hall Behavior | |container in their |Inexpensive Rewards for ideas. Then turn in all |

| | | |(homebase) classroom. |Hurrahs for weekly drawing. |

|High Frequency, Moving |Hallway Focus: |Morning PA |The Office |Coupons for Pizza Hut, etc. |

|to Intermittent |After each hall transition -- class rates hallway behavior using | | |Popcorn |

| |Fist-to-Four – rate whole class, not self. Very brief discussion. | | |Ice Cream |

|Focus Behavior |Teacher arrives at a score. | | |Movie Passes |

| |Daily – teacher posts average (4 point scale) | | |Cool Supplies |

|Hawk Pride Drawings |Weekly – teacher turns in average | | |Privileges |

| |Classes with 3 or higher average – every student gets a Hurrah Card | | |Etc. |

| |to put in class container. | | | |

| |Intermittently – principal draws Hurrahs | | | |

| |Once the behavior is established school-wide -- teachers can do | | | |

| |Fist-to-Four daily instead of after each transition, and drawings | | | |

| |will be less frequent. | | | |

|Unpredictable |The principal periodically acknowledges individuals (through a |Random |The Office |As above |

|Intermittent |drawing of Hartford Hurrahs), groups or classrooms. The principal |Morning PA | | |

| |may highlight a particular behavior and appoint secret observers | | | |

|Hawk Pride Drawings |report affirmative examples of that behavior by individuals or | | | |

| |groups. | | | |

|Each Mark Period |An assembly will be held each grading period that parallels |Each mark period |Parents, staff, students, |All students share in the pride with a sticker, |

| |Hartford’s traditional AAA awards. This is an opportunity to | |and invited guests assemble |pencil or other small gift. |

|Academy Awards |celebrate students for: | |in the auditorium. | |

|Celebration! |Super effort (each staff member – not just teachers -- may recognize| | |Identified students are called to the stage and |

| |two kids) | | |receive medals, certificates, or trophies. |

| |High achievement (each staffer recognizes 2) | | | |

| |Acts of remarkable leadership or kindness | | | |

| |Good attendance (defined as?) | | | |

| |Honor role | | | |

| |Biggest gainer | | | |

| |Good behavior (0-1 referrals?) | | | |

| |Specifics to be finalized. | | | |

Reconciling PBIS with Love and Logic

Our goal is to help students do the right thing because it pleases them to do so, not for praise or awards. We want to build an internal sense of control or efficacy. When you recognize student effort…

▪ Use descriptive, not evaluative language. If you can incorporate the language of the PBIS matrix, it’s a bonus!

o I notice you used a lot of expression in your paper. (Not: “I liked your paper,” or “Excellent work.”)

o I notice you are walking quietly in the hall. That’s really respectful. (Not: “Thanks for walking quietly,” or “Good job walking quietly.”)

o When you solved that problem on the playground, you used kind words and actions.

▪ Emphasize how they must feel about their performance.

o You turned in your homework every day this week. I bet that feels good.

o I noticed you tried really hard. How did that make you feel?

▪ When a student shows improvement ask them how they did it – with an emphasis on what they did.

o You went up one reading level. Do you think it was because you tried harder or got better? (Love and Logic says that if you can get a student to affirm either one of these statements 3 times, as opposed to attributing their success to luck or help from someone else, they have begun to believe in their own ability to grow through strong effort.)

o T: You have come to school on time every day this week. Did you try harder or get better?

S: My mom started getting up on time.

T: I’m sure that’s true, but what did you do to help get yourself here on time?

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