Questions Comments

1
Questions/ Comments

• September 19, 2006

2
Question

• Should the team or the faculty make the list of
  consequences?
• We recommend that the team propose a set of
  problem behaviors, and categories for
  consequences, and then have the faculty offer
  edits.
• Make the consequences logical, fair, consistent,
  easy to administer, and developmentally
  appropriate.

3
Question

• Can we integrate SchoolMaster and SWIS data?
• SWIS data can be downloaded into any database
  that can accept an Excel file.
• There is a new application (S-DEX) that is being
  tested for a district to download all SWIS data
  on a regular basis. We hope to have this
  available in January 2007 (but it will depend on
  the beta-test)

4
Question

• Review of data?
• Should we determine behaviors to define, teach,
  acknowledge at all three buildings (Elem, Middle,
  High)?
• We recommend letting each building develop their
  own expectationsbut if you find a common set, it
  is perfectly acceptable to have a unified set of
  expectations.

5
Question

• Data Collection
• How often?
• Expect What?
• ODR Continuous (report to faculty monthly
  report to team every two weeks)
• TIC Every two months (report to team, faculty,
  Alliance)
• EBS Survey Annually (typically when action plan
  is done)
• SET Annually

6
Question

• How do we get teachers to change the way they
  respond to problem behaviors?
• Focus first on what they do well.
• Build strategies for increasing acknowledgement
  of appropriate behavior
• Include all teachers in teaching behavioral
  expectations.
• Spend time to define consequence system
• What is sent to office
• What will happen when student is sent to office
• Options for support
• Provide opportunities for people who do well to
  describe specific examples.and draw attention to
  the principle exemplified.

7
Question

• We have some staff who are resistant to
  acknowledgements. They feel that motivation
  should be intrinsic. What steps should we take
  to help them understand the value of
  acknowledging students?

8

• Start by agreeing that we all want students to be
  self-managers, and we want their behavior
  maintained by natural/intrinsic consequences.
• Agree that we can always do rewards in a manner
  that (a) is developmentally inappropriate, and/or
  (b) ineffective
• Review what the research literature says is the
  most important and effective approach.
• Note that acknowledging systems are (a)
  particularly important for children from
  disadvantaged backgrounds, and (b) are
  consistently reported to be helpful by staff

9

• Current research indicates that (a) rewards are
  NOT damaging to intrinsic motivation, and (b) are
  related to improving both social and academic
  behavior.
• It is, however, useful to organize reward systems
  that are specific, frequent, and result in
  benefits BOTH to individual and group.

10
Are Rewards Dangerous?

• our research team has conducted a series of
  reviews and analysis of (the reward) literature
  our conclusion is that there is no inherent
  negative property of reward. Our analyses
  indicate that the argument against the use of
  rewards is an overgeneralization based on a
  narrow set of circumstances.
• Judy Cameron, 2002
• Cameron, 2002
• Cameron Pierce, 1994, 2002
• Cameron, Banko Pierce, 2001
• The undermining effect of extrinsic reward on
  intrinsic motivation remains unproven
• Steven Reiss, 2005

11
What the Worlds Greatest Managers Do
Differently -- Buckingham Coffman 2002,
GallupInterviews with 1 million workers, 80,000
managers, in 400 companies.

• Create working environments where employees
• 1. Know what is expected
• 2. Have the materials and equipment to do the job
  correctly
• 3. Receive recognition each week for good work.
• 4. Have a supervisor who cares, and pays
  attention
• 5. Receive encouragement to contribute and
  improve
• 6. Can identify a person at work who is a best
  friend.
• 7. Feel the mission of the organization makes
  them feel like their jobs are important
• 8. See the people around them committed to doing
  a good job
• 9. Feel like they are learning new things
  (getting better)
• 10. Have the opportunity to do their job well.