The Power of Charting
Charting begins by clearly identifying your target goal, also called pinpointing your target. There are a few rules to remember when clarifying a target:
- The most important is that your target must be attainable. If the target is set too high it becomes a punisher rather than a tool that can reinforce participation and increase desired performance.
- The target must be clearly defined.
- The ultimate goal should be recognized incrementally.
- Reaching a target must be reinforced with recognition for achievement.
Charting can be simple and it can be fun. Here are some examples:
As long as this toolkit is designed to reinforce use of Whitewater Learning modules, let’s focus on that as a goal.
Goal: 90 percent of all staff with passcodes to use Whitewater Learning modules will view all layers in a minimum of two videos from the library of content within five weeks of school ending Monday, October 12.
Note: Do not start the campaign until the second week of school posting the chart on Monday, September 14, as the first week is too busy to add another anything!
Notice that the goal has a clearly stated expectation and time frame for achievement.
Reward: Select a set of rewards for the “campaign.” This is an example of what you might use for the top reward…Those who have achieved the goal will receive two free passes allowing the recipient to leave with the students at the end of the day or arrive in the morning just before class starts on days of their choice with the exception of when their presence is expected for scheduled meetings.
Examples of potential incremental rewards:
At 33 percent completion of viewing the Bloodborne Pathogen module and one other Whitewater video, the principal stops to see the educator to thank him or her for completing and charting their work and asks, What was one thing that you learned or that caused you to think more deeply as a result of viewing the video? Make a list of the comments and post them.
Note: If asking the “what did you learn question” is intimidating to a particular individual, don’t ask it as that would change the activity from a reinforcer to a punisher.
At 66 percent staff completion and charting, put an individually wrapped chocolate or piece of fruit in the mailbox of each person who has reached the 66 percent goal along with a note such as,
Thank you for viewing two Whitewater videos. Your commitment to professional development is important to the success of our students.
Remember, whatever reward chosen, it must be inclusive of every member of your staff. A person who is gluten intolerant cannot eat a cookie or other item made from wheat flour but can eat one made from rice flour. If the reward is not consumable or of use to each person who has earned the reward it becomes a punisher and may stop the desired behaviors in future charting efforts.
The activity included in the Whitewater Learning Toolkit titled Create a List of Reinforcers and Personalize Choices for the Individual will help the people providing the reinforcers know what is and what is not a reinforcer for an individual.
It is essential that those in charge of providing the incentives do not award them until the various levels have been met. It is also important that staff members learn to support each other by encouragement and other helps that each can provide to struggling members of their team, leading each to successfully complete his or her part of the goal. Make it clear Each individual’s success contributes to the full team’s success.
Create the opportunity for success: Make it easy for individual success as you begin to shape the desired behaviors. As it is a federal mandate for all employees to complete a refresher course on Bloodborne Pathogens and Right to Know each year, assign that as one of the modules that must be completed and charted as record that the employee has completed this requirement. Attach the second module to the functioning of your small learning communities. Either give each group choice or have them review a module that provides information on a target for the year addressing an area in need of school wide improvement that has been identified through analysis of data.
The chart: Put the chart in the mailroom or some other community space so that it is easily accessible and visible.