To Clip-Up/Clip-Down

What do you think?

Kara Collins, Karen Gobble, Loretta Mabry

 Lost Instructional Time
100 office referrals @ 20 min. per referral = 2,000
minutes (33.3 hours, 4.16 school days)
# of referrals at the secondary level would increase
Instructional Time lost:
VTSS estimates: Average of 15 minutes lost per
student referral
100 referrals @ 15 minutes each = 1,500 minutes (25
hours/3.125 academic days per school year)
Lets survey the
Teachers
What is your current behavior intervention strategy used within
your classroom?
Is your current behavior intervention strategy based on positive
reinforcement?
Do you feel your current behavior intervention strategy is
successful? Why/Why not?
What is the most important aspect in changing your behavior
intervention strategy? Easy to implement, easy to follow
through, etc
What reward system do you currently have in place for students
who are successful?
Behavior


clip-up/clip-down
Class Dojo
HABIT Letters

Intervention Other (token economy,

timeout, stars,
checkbook account,

Strategies point system, etc.)

Class Dojo
 All three elementary schools
are within the first 5 years
of implementing PBIS

Positive
97% of the teachers felt that
their behavior system was
based on positive

Reinforcement
reinforcement
Based on survey answers and
feedback from administration,
it appears that this research
has raised awareness that
their BMS may not be as
positive as originally
thought.
Is your behavior

intervention
strategy successful?
Teachers felt their behavior system was
successful:
Powhatan Teachers = 97%
Gates Teachers = 100%

Behavior Referrals:
Powhatan Teachers = 21 office
referrals
Gates Teachers = 43 office referrals
How do you reward
your students?
O.B. Gates Elementary
This shows the ways that
teachers reward their
students.
The bigger the word, the
more teachers who use
it.
How do you reward
your students?
Pocahontas Elementary and
Powhatan Elementary
This shows the ways that
teachers reward their
students.
The bigger the word, the
more teachers who use
it.
 Easy to implement
Easy to follow
What is the most
through with important aspect in
Easy for children to
understand changing your
Other
behavior management
system?
 Every time a student has to move their clip they are sent the message
that they are not good enough
their peers receive this message too
Behavior charts are not private
Theyre demeaning!
They humiliate children!

Research
Theyre shaming!
Theyre hypocritical!
Theyre a waste of time!
Teachers are the figure of judgment!
They encourage extrinsic motivation!
Children who have to move their clips down:
often feel worthless
have lower self-esteem
feel that their teachers are not proud of them or dont care for them
Clip-Up/Clip-Down charts lead to more behaviors exhibited by the student
They DONT work!
 Hard for teachers to move away from behavior charts, but it can be done
Schools who have initiated school-wide positive behavior supports have created supports
that are proactive and positive.
These supports carry over into the classroom, allowing the teacher to support all students in
their rooms.
These supports, which are directly linked to the school-wide plan, decrease disruptions
allowing for increased instructional time and academic outcomes.

*When teachers decide to make the change they need to be

supported and coached.
What else can we do?
PBIS
Professional Development
Instructional Coach
support for individual
teachers
Create class incentive
menus
Positive check-in/check
outs with teachers
Positive check-in/check
outs with peers
Student Buddies
These bright, colorful,
decorative charts
track behavior, they do
not change it!!!
References
Russell, W.T. (Writer). (2016, September 28). Hey Teachers, please stop using behavior charts. Heres
why [Television series episode]. In PBS NewsHour.

Sabiston, N. (2012). Why I will NEVER Use A Behavior Chart Again [Web log post}. Retrieved November
8, 2016, from http:www.teachinginprogress.com/