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I use google form for behavior tracking.  As a casemanager I sent out the form on days that I want data collected on.  As a classroom teacher I fill out the forms when they are sent to me via email.

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If I notice a student doing a great job with their behavior or showing good character I will send home a postcard or email.  I don't do it near as often as I could.  I could do better at this by pre-addressing postcards at the beginning of the year, that way I will be focused on sending at least one home per student and it would also cause me to focus more on their positive behaviors.

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I supervise the 1 hr detentions (M,T, TH) and the 2/4 hr detentions (W). When I read this header it causes me to reflect on the items I want to incorporate into these sessions. So often then kids are failing or struggling for success in multiple classes. It is soooo hard to get them to buy into doing work for their classes. I have started with a "missing assignment" report sent to me then I share with them what they could be working. The challenge is finding something that will motivate them to feel compelled to work on their missing assignments. The next struggle is that all the different teachers have different expectations for what will be accepted and such.

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I have so often had plans to incorporate this into my school year and really have not had much success.  I do this often verbally and with high fives. I would like to develop a method to provide positive feedback to my students. This could be as simple as stickers or "element bucks" that earn them rewards. not sure what those rewards can be at this moment. I also feel that sometimes positive feedback needs to be without a physical reward...just the reinforcement that they are doing great things in their knowledge of chemistry. 

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I have so often had plans to incorporate this into my school year and really have not had much success.  I do this often verbally and with high fives. I would like to develop a method to provide positive feedback to my students. This could be as simple as stickers or "element bucks" that earn them rewards. not sure what those rewards can be at this moment. I also feel that sometimes positive feedback needs to be without a physical reward...just the reinforcement that they are doing great things in their knowledge of chemistry. 

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I have given tickets for a raffle item (candy) that was given at the end of the month for exceptional behavior.  I did this for a very challenging hour.  Now I write notes.  I have a notecard stash in my desk drawer and I try to write at least one card a week to a student that has shown resilience in the face of a hard situation or assignment.  I try to focus on student effort and grit.  I also offer verbal praise and sometimes lifesavers wint-o-green mints to kids who are doing as they should.  I will email parents to brag on their students as well. 

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I have given tickets for a raffle item (candy) that was given at the end of the month for exceptional behavior.  I did this for a very challenging hour.  Now I write notes.  I have a notecard stash in my desk drawer and I try to write at least one card a week to a student that has shown resilience in the face of a hard situation or assignment.  I try to focus on student effort and grit.  I also offer verbal praise and sometimes lifesavers wint-o-green mints to kids who are doing as they should.  I will email parents to brag on their students as well. 

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This is something I have STRUGGLED with. The behavior sheets always start out really strong but after a few weeks I feel like I end up forgetting, the student ends up forgetting, parents don't sign, etc. and then it isn't as successful. I hope this year I can find a way to help myself always remember to check in with these students by setting timers or some sort of reminder tool. The hard part was last year I had a few students who needed check-ins after every single bathroom break, subject area, lunch, recess etc and it was hard to keep up with.

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The past few years I have created Friday Folders for my students. In the Friday folders I would put any work or handouts from the week and then there is also a behavior log. On this behavior log I included the same standards that fall on the Social Skills and Work Habits part of the progress report. By keeping it consistent with the grade card parents haven't seemed to ever really be surprised by what they see .

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Last year I had a student on a behavior plan and they parents wanted a daily update. We started a shared google doc where I would go in an update based on his day and add any detailed events if needed. This was very helpful because I could quicly update the document at any point in the day and the parents could get on and check at any time and I did not need to remember to send an email or call to update everyday.

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As a school we have a postive behavior system were students earn "hornet pride" stickers. After they earn 5 they get to go see the principal and earn a prize. The students love this, but I do no remember to commuicate to parents about how their child is earning their hornet pride. I want to set a goal to send home at least two postive emails a week about how a student is doing and a specific event where they earned a hornet pride.

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We do weekly behavior checks and send them home in their Friday folders. While I love the feedback for parents, it becomes a little much to keep up. I'd love a quicker way to do this.

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I am very much in agreement with Kaleigh. I do not like behavior plans. They are necessary at times, but I don't feel like we are teaching kiddos real life when we reward them for doing what they should be doing or for what everyone else in the class knows to do and are doing. As for positive feedback, I try to pick 3 kiddos a week that have done something positive or kind or worked hard and I send a "pawsitive" (we're the Jaguars) from me to the parents home. I designed a postcard to match our mascot and use these to send home. This upcoming year, I hope to continue this.
I also have bonus bucks for my classroom and I use increments of $1, $5, and $10 to reward kiddos based on the behavior or compliments received. They are then allowed to turn in the bonus bucks for rewards or to shop from the prize box. I am not sure what this will look like this year, but I hope to continue this.

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I try to give verbal positive feedback throughout the day. Because my students often struggle with internal motivation, I do give out Mona Lisa bucks when students are showing "Mona Lisa Ready" behaviors. I always tell them why they earned the bucks with specific praise. They use these bucks to buy things. One of the things they can purchase is a positive note home. Students choose it fairly often.

We track IEP goals, so a lot of feedback comes from students seeing their progress on their tracking sheets as they work on mastering their goals. When I assess students' DRA levels, I send home a celebration certificate with their new reading level listed.

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Not going to lie- I HATE behavior plans. I know they are absolutely necessary at times, but they are not my favorite. I like just keeping in touch with parents daily. I'm always down for hearing alternative ideas to these.

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I have been really bad about this and need to do more! I think a goal for myself is to set a few each week.  It can often become, "one more thing" but I know it's so important to keep those interactions positive.

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Typically I acknowledge great behavior with our school wide system- called Caught in the act. Many times the kids who earn one write about it as their daily reflection so parents find out that way. I also like to send home random weekly emails to 3-5 students families about something great they did that week. I usually also leave a note on that child's desk with a jolly rancher attached. The kids love these surprises and the parents are always so proud of their kiddo. - Alyssa Clifford

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It depends upon the student and the family. Sometimes I have sent a copy home daily for parents to have immediate feedback on the student's day. Other times, it was something we just kept at school to track behavior. TRE has been lucky enough to have Marty Hewitt from BIST visit our building each month for the past few years. Grade levels meet with her and the administration to discuss student behavior concerns and move them on the continuum.