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The guide focuses on building a relatedness plan using non-contingent attention and following directions, drafting positive specific feedback aligned to a classroom matrix, and designing a menu of classroom reinforcers tailored for students who seek social attention, avoid it, or prefer tangible items. It also provides tools for creating a recognition continuum by delivery frequency, planning self-monitoring procedures, and collecting and analyzing implementation data to sustain, adjust, or improve feedback delivery.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/mo-sw-pbs-classroom-encouraging-expected-behaviors-planning-implementation-guide-step-by-step/168683/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/mo-sw-pbs-classroom-encouraging-expected-behaviors-planning-implementation-guide-step-by-step/168683.png","ImageObject",442,249,{"name":88,"@type":89},"Riley West","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-02","2026-09-01",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How does the guide recommend teachers build their plan for non-contingent attention and following directions?","Question",{"text":108,"@type":109},"Review examples of non-contingent attention and follow directions, then use them to design a plan that supports relatedness for all students.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How should teachers draft positive specific feedback statements?",{"text":113,"@type":109},"Align statements to the classroom matrix and insert classroom rules and expectations into the Positive Specific Feedback Stems template to ensure quick, fluent implementation.",{"name":115,"@type":106,"acceptedAnswer":116},"What steps help teachers design reinforcers and a recognition continuum?",{"text":117,"@type":109},"Create a menu of classroom reinforcers by tailoring options for students who seek or avoid social attention and by adding tangible items. Then build or update a recognition continuum and communicate it to students, families, teams, and administrators based on delivery frequency.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},168683,1788235870,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":73},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","MO SW-PBS Classroom Encouraging Expected Behaviors - Planning & Implementation Guide\nStep 1: Review listed examples of non-contingent attention and follow directions to build your plan for use of this powerful encouragement strategy for establishing and maintaining  relatedness for all students.\nStep 2: Draft positive specific statements aligned to your classroom matrix.\nAccess the Classroom Matrix you developed in ETLP #3 Classroom Expectations & Rules lesson. Insert your classroom rules and expectations into the Positive Specific Feedback Stems template below.\nThen develop positive, specific feedback statements you can use with your classroom expectations and rules to ensure you are ready to implement this effective teaching and learning practice with speed and fluency.\nStep 3: Draft A Menu of Classroom Reinforcers\nNote: there are no universal reinforcers, make plans for those who seek attention and those who do not.\nDirections: Circle the reinforcers you currently use. Place a STAR by those you could add to your menu. Finally add a few specific to your classroom context.\nSocial Attention\nSeekers                                                                                         Avoiders\nActivities or Privileges\nSeekers                                                                                         Avoiders\nTangible Items\nSeekers                                                                                         Avoiders\nEngaging Partner Voice in drafting a Classroom Encouraging Continuum\nWrite your plan here for engaging partner voice:\nHow will I engage student voice:\nHow will I engage family voice:\nHow could you leave directions for a substitute to use some of your Menu of Classroom Reinforcers with your students?\nStep 4: Classroom Continuum of Reinforcers - With Frequency in Mind\nUse your ratings and additional ideas from Step 3 above to either create or update your classroom recognition continuum. Consider using the framework below, which helps you consider if the reinforcement is something you will deliver frequently, intermittently or only occasionally.\nHow will you communicate your continuum as part of your classroom management plan with\nStudents:\nFamilies:\nGrade level or departmental team:\nBuilding administrator:\nWhat parts of this plan would be beneficial to share with substitute teachers?\nStep 5 Developing a Classroom Encouraging Self-Monitoring Plan\nWhatever template you use to develop your self-monitoring plan,  you need to consider when and how you will self-monitor your delivery of encouraging expected behaviors in your classroom.\nSpecific questions for self-monitoring encouraging expected behaviors include:\nWhat time of day or during what instructional time do you think your rates or ratios of positive specific feedback are optimum? When are they not optimum? How do you know?\nWhat dimension of delivering positive specific feedback will you monitor? For instance your:\nRATE per minute\nor\nRATIO of positive specific feedback to corrective feedback?\nWhat procedure can you use to self-monitor your delivery of positive, specific feedback? For example each time you deliver positive, specific feedback\nmove a paper clip from your one pocket to another,\nadd a tick mark on a post-it note,\nor\nuse a golf stroke counter to keep track.\nWhat procedure can you use to self-monitor your RATIO of positive, specific feedback to corrective feedback?\nYou could use tick marks on a post-it note to count positive specific feedback and corrective feedback statements.\nConsider having a colleague conduct a 5-minute classroom observation\nor\nRecord yourself using audio or video during part or all of a lesson.\nFinally, what student group might you want to target in your delivery of positive, specific feedback?\nstudents with IEPs,\nstudents who display higher rates of unexpected behavior\nor\nstudents who are struggling with a specific academic area?\nWhat questions about your delivery of this evidence based instructional practice ","cbCaiuZPWPNZE0vw","https://ap.wps.com/l/cbCaiuZPWPNZE0vw","docx",451831,6,"English","# Step 1 - Build the encouragement plan using relatedness\n# Step 2 - Draft positive specific feedback statements\n# Step 3 - Develop a menu of classroom reinforcers\n# Step 4 - Create a continuum of reinforcers with frequency in mind\n# Step 5 - Build a classroom encouraging self-monitoring plan\n# Step 6 - Collect and analyze implementation results","[{\"question\":\"How does the guide recommend teachers build their plan for non-contingent attention and following directions?\",\"answer\":\"Review examples of non-contingent attention and follow directions, then use them to design a plan that supports relatedness for all students.\"},{\"question\":\"How should teachers draft positive specific feedback statements?\",\"answer\":\"Align statements to the classroom matrix and insert classroom rules and expectations into the Positive Specific Feedback Stems template to ensure quick, fluent implementation.\"},{\"question\":\"What steps help teachers design reinforcers and a recognition continuum?\",\"answer\":\"Create a menu of classroom reinforcers by tailoring options for students who seek or avoid social attention and by adding tangible items. Then build or update a recognition continuum and communicate it to students, families, teams, and administrators based on delivery frequency.\"}]","MO SW-PBS Classroom Encouraging Expected Behaviors - Planning & Implementation Guide - Step-by-Step | DOCX"]