This post came out of writing Rewards.  That post turned into this, but I wanted to separate them to stick to a singular topic.  

I've been thinking about reward charts, or charts in general, and how to use them properly.  Out of battles with other educators on how I run my classroom, to explaining how charts work for students to their parents, much has happened this week, so I wanted to share with my friends.  Let's dive in.

What's a Chart?

Everyone has different definitions of a chart.  A chart can be a data tracking tool, a behavior tool, or a visual.  Charts get misused when a behavior tool is used as a data tracking tool, a visual is not utilized or underutilized, or a behavior tool turns into a punishment system.

A data tracking tool should never be seen by the student because positives and negatives are tracked.  In the blog post Behavior Charts Dos and Don'ts, I discuss how students need positive associations with their charts.  They cannot have a positive association with a chart that tracks problem behavior.  Data tracking tools are used before, during, and after behavior tools or visuals are utilized and/or created.  A later blog post on data will come.

A behavior tool can be a sticker chart (I've found these really only alter the behavior of older students with more patience), a when/then (if/then, first/then) chart, or a star chart (eg. earn 5 stars, get a reward).  

A visual is something like a visual reminder or a visual schedule.  It's simply a nonverbal representation of something.  This can be the desired behavior or a reward/break.  Visuals for problem behavior, such as a visual for hitting or getting angry, should only be used in social stories or when teaching a coping strategy.  These should not be used for a tool to show students how they're acting.  I use visuals for emotions so my humans can tell me how they feel when they're so angry or "lizard brained" they cannot use words.

Rewards ("breaks")

I had a human who loved to earn iPad.  That means they exhibited an on task behavior, they'd get a break.  I like to call mine "breaks" instead of "rewards" because I want them to know it's something their brain needs, rather than something they earn.  In my experience, that helps students understand what they need and to advocate for themselves.

Here's the kicker.  If the student does not exhibit the on task behavior, that turns into a teaching moment and no break (they took one already by not exhibiting on taks behavior).  That may result in a break down or problem behavior.  When the student has calmed, we return to the teaching moment of why the "break" wasn't earned.  We "work first, then play."  There are exceptions: If the whole class is on iPad or doing the reward, then the student gets the reward.  That stumps a lot of teachers.  Simply, if you have the conversation about the iPad being what the class is doing, and they didn't earn their "break", they understand.  And it happens a lot less than enough to reinforce that they just have to wait for the class to be on iPad.

Never threaten a reward or "break" will be taken away.  First off, that doesn't accomplish anything.  Also, it may set the student off more.  And, if they are on task, you have to follow through with not giving them the reward they rightfully earned.  ALWAYS FOLLOW THROUGH WITH WHAT YOU SAY.  That's for another blog post...

What Does This Look Like?

With the majority of my babies, it looks like this in the beginning...It's tedious, but WORKS.  We review expectations.  Then I use a First/Then...When/Then...If/Then (whatever you want to call it, they're all the same) chart.  I call it a "work first, then play" beacuse that's one of our habits in Leader in Me.  I show model the expectation, ask if I can get a picture of them doing it (for their chart), and compliment, compliment, compliment.  With data, I know how long the student can engage in the on task behavior, so that's how long I expect them to model if for the first week or two (dependent on the severity).  Then, I give them a nonverbal cue (thumbs up) and they get their break.  During the first time they get their break, I review the break expectations.  They turn over their timer, get their break, then clean up and return to the task the class is engaged in.  Sometimes students don't want to clean up, so you may need 2 reward charts.  I'll go over that in a minute.

So here's what it looks like in the beginning:

The student and I review expectations.  The student chooses a reward.  They engage in the expectation for 5 minutes.  Then I give them a thumbs up, walk with them to the break area, and review break expectations (no bragging, stay in your spot, clean up when the timer goes off).  They turn on the 10-15 minute timer, and engage in their self-selected reward.  When their timer goes off, they return to the carpet or their desk (wherever the class is) and I immediately meet with them and tell them what we're doing and immediately compliment them for returning to the lesson.

I know what you're thinking: They only sit for 5 minutes and get to play for 10-15?!  Yes.  Here's why.  I want them to be completely successful and know what that feels like.  I want them to have a GREAT day so they want to return the next day and do it again.  I want them to be successful.  The long play break is for them, but also so I can teach my students without disruptive behaviors.  Win-win!

After an entire week of being successful, that means being on task for 80-90% of the day, we will up the time they're on task.  Then, after that's successful, I will remove some time from their break.  For one of my students, they started at 5 work minutes and 15 break minutes.  3 months later, they were sitting on the carpet for an entire lesson, or completely finishing their work, and getting a 10 minute break.  They only took 3-5 breaks a day.  That's progress!

Break Area

Set up a little break area away from the rest of the class.  I use behind my desk a lot.  Make sure there is only the break item the students chose there.  If there are many items, or all the items, you're setting them up for failure becuase it may be overwhelming.  I keep my break items in a little box above my book shelves and take out the one the student chooses from a break menu at the beginning of the day.  I do not let them choose the physical reward, only a picture.  If they see the physical reward, they may want it then and there.  So take pictures of them and create a break menu.

If They Don't Want to Clean Up

This is common.  I will try to teach the expectation and review that when they clean up, they get a chance to work first, then play again!  I'll try that for a day or two (it's a lot of one-on-one conferences) before bringing out a second chart.  Last year I had a baby that needed the second chart.  We added a smiley system (two squares and a picture of them cleaning up).  If they clean up, they get a smiley.  When they clean up a second time, they earn a second smiley and an EXTRA 5 minutes of play.  After a few weeks, we were able to remove that chart because they understood the system and knew they'd get more breaks throughout the day.

Conferences

Here's the tedious part.  At first, I have a one-on-one conference with that student before AND after a round (completing the expectation and getting their break).  So, when they return from a break, I meet with them for a minute and discuss expectations and let them choose a reward.  When they finish with their break, I meet with them again, review expectations and let them choose a different reward.  After a while, you can move to choosing one reward for a day, or ask the student if they'd like to just choose one reward for the entire day in the AM.  But be careful.  Sometimes students act up when they want a different reward.  If they ask for something else, choose your battles and give them something else.  Remember the goal: we want them to be successful and we want to be able to teach our other students.

Wrapping It Up

This is a lot.  It's a lot of work.  It's tedious, but it's worth it in the end.  After doing it 1-2 times, it's like a walk in the park for the next baby.  The key is to be positive, let them know what it feels like to be successful, find peace and joy in the successful moments, and keep it up!  Fidelity give us results or great data for SIT or ARD meetings.

You got this.  You're a rockstar!