Instructional Playbook

I

Protocol Understand Your Reality : Understand what your current positive to corrective ratio is, through outside observation, video reflection, or self tracking during a certain period of the day. Set a Goal : Based on these data, set a specific goal to increase your positive (i.e., increase positives from 7 to 20 in the 10 minutes right before lunch). Type of Goal : Goals could be centered around a particular student, group of students, whole class, time of day, class period, or certain subject. Type of Feedback : Decide on the type of feedback, whether verbal, nonverbal, more specific, etc. Check on Progress : After working on your feedback, collect data similar to the first step on a certain period based on your stated goal. Reflect : After seeing your current ratio, review your progress, and assess where things stand based on your identified goal. Positive and corrective feedback are extremely important tools in changing and maintaining behavior. Terry Scott (2015) indicated that a 4:1 ratio of positives to correctives ratio is needed for students to learn new behaviors, with higher ratios needed to help students change behaviors. As with any PBIS intervention, research suggests that reinforcing the behaviors you want to increase lends to positive student outcomes more effectively than providing corrective or punitive feedback, with more long term success. This also helps a positive student teacher relationship develop. Classroom Adjustment: High Ratio Positive to Corrective Feedback (4:1 or greater)

Level of Teacher Effort

Low High Medium

Target Students

Considerations

Works well with all students, but may be especially helpful for: Attention Seeking- students who seek adult attention receive it in a positive way. Skill Deficits- students practicing a specific skill can understand when they are successful and what may need improvement. Escape/Avoidant- students who know they are successful at a task are less likely to avoid it.

Feedback can be verbal and non verbal, such as thumbs up, stickers, smiles, shaking your head no, etc. Feedback should be tied to a specific behavior rather than general (“I like how you lined up in the hallway.” vs. “Good job.”) Corrective feedback is best given in private while positive feedback is best shared in public.