Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 1 Implementation Guide

Link to Tier 1 - Instructional Guide document

HIGH RATIO OF POSITIVE:CORRECTIVE FEEDBACK The rule of thumb in Tier 1 would be to provide 4 positives for every 1 corrective prompt or response in the classroom. As an intervention, a high ratio of positive:corrective feedback should involve consistent and predictable feedback that is intentional and measurable should the student require Tier 2 or higher supports.

Implementation Example(s) :

Implementation Guidelines: ● Identify a way to consistently measure your rate (e.g., Motivaider, timer,

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 and for more long-term success. Establish Consistency/Identify a Way to Measure: 1. Use a Motivaider or Timer to cue the teacher to observe and reinforce appropriate behavior expectations 2. Any time corrective feedback is required/provided, establish a habit to provide a neutral reminder and immediate reinforcement when that prompt is followed Reinforcement Delivery (IFEED-AV): 1. Immediate 2. Frequent 3. With Enthusiasm 4. Use Eye-Contact 5. Descriptive 6. Build Anticipation - use mystery motivator, group contingencies, etc 7. Varied Positive/Corrective Ratios as an intervention is: Intentional feedback provided utilizing IFEED-AV tied to classroom rules and expectations, the feedback cycle, and measured regularly enough that a teacher knows what they’re ratio average is for their classroom. Positive/Corrective Ratios as an intervention is not: Using high rates of positive praise that are estimated. Using praise that sounds like “good job” or other generic terms without descriptions and references to classroom rules and expectations. Methods of Data Collection: ● Monitoring forms from CHAMPS (Sprick et al., 2009) Chapter 6 ● Masking tape on badge with tallies, +/- catch as many as you can to keep a rough ratio in a 10 min block of time ● Ask your instructional coach or a specialist to come do a Basic 5 (or similar) observation ● Record yourself during an instructional block and watch it back to tally your own ratio

visual) and some way to support the habit OTRs in your lesson to make sure you can

● Structure enough

provide frequent enough feedback ● IFEED-AV should

apply to your 4:1 rate

● Measurement is

frequent enough that a consistent average of teacher implementation can be calculated

Fidelity Check: ❏ Outside Observer: Consistent average of at least 4:1 when measured by OTRs and the feedback cycle (if a para or aide is providing this, a teacher may need to supplement with observing in the same way the instructional coach would observe a teacher/case manager ❏ Student Interview: If a student was asked what they’re classroom expectations are would they be able to tell you? And would they be able to tell you how they know? (e.g., names rules and describes reinforcement of class)