F. Recognition System Developed

Module F: Establish Acknowledgement Program PBIS Implementation Goal 22. A system of acknowledgement has elements that are implemented consistently across campus The acknowledgement system guidelines and procedures are implemented consistently across campus. Almost all members of the school are participating appropriately. (90-100% staff participation) 23. A variety of methods are used to acknowledge students The school uses a variety of methods to acknowledge students (e.g. praise, cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events 24. Acknowledgements are linked to expectations Acknowledgement is provided for behaviors that are identified in the rules/expectations and staff members verbalize the appropriate behavior when giving acknowledgement

Module F: Establish Acknowledgement Program PBIS Implementation Goal (continued) 25. Acknowledgements are varied to maintain student interest The acknowledgement is varied throughout year and reflects students’ interests (e.g. consider the student age, culture, gender, and ability level to maintain student interest.) 26. Ratios of acknowledgement/reinforcement to corrections are high Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high (e.g., 4:1) 27. Students are involved in identifying/ developing incentives Students are often involved in identifying/developing incentives 28. The system includes acknowledgement/incentives for staff/faculty The system includes incentives for staff/faculty delivered consistently Workbook Examples and Tools

“What the World’s Greatest Managers Do Differently” “What the World’s Greatest Managers Do Differently” -- Buckingham & Coffman 2002, Gallup Create working environments where employees: 1. know what is expected, 2. have the materials and equipment to do the job correctly, 3. receive recognition each week for good work, 4. have a supervisor who cares, and pays attention, 5. receive encouragement to contribute and improve, 6. can identify a person at work who is a “best friend,” 7. feel the mission of the organization makes them feel like their jobs are important, 8. see the people around them committed to doing a good job, 9. feel like they are learning new things (getting better), and 10. have the opportunity to do their job well. 4

Current Acknowledgement Practices Inappropriate Behavior Sent to counselor Principal’s office After school with an adult Stay in from recess Call home Meeting with family member(s) Special incentives 1 positive to 20 negatives (Colvin, 2002) Appropriate Behavior More challenging work “Free time” Ignored 5

Reinforcers -Horner and Spaulding Contingently delivered consequence (event, activity, object) associated with an increase in the future likelihood of a behavior in similar situations BUT… We need to assess to determine the need to increase or fade external reinforcement. We rarely wait to see the effect. We presume.

Example If the consequence was access to technology and the behavior increased, then the access was a reinforcer. If the consequence was sending the student to the office and the behavior increased, then the removal was a reinforcer. If the consequence was a reprimand (which included adult attention), and the behavior increased, then the reprimand was a reinforcer.

Why Develop a School-wide Acknowledgment/Reinforcement System? Focuses staff and student attention on desired behaviors and outcomes Fosters a positive school climate Aids in building behavioral fluency Increases the likelihood that desired behaviors will be repeated Reduces the need for engaging in time- consuming disciplinary measures

Guidelines for Use of Reinforcement/ Acknowledgements School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle Move from highly frequent to less frequent predictable to unpredictable tangible to social other-delivered to self-delivered Individualize for students needing greater support systems 9

In the Big Picture… Builds environment that is positive and based on skill development and fluency building Helps students develop, master, and generalize skills Helps students learn what is expected as opposed to learning what NOT to do. Helps teach cultural capital or situational appropriateness Is effective part of the teaching process

Student Engagement Aside from focusing adults on catching students doing what’s expected, it is intended to engage students. To engage students effectively through acknowledgement, system needs to attend to two things: Reinforcement preference What subjects, activities, things interest students? Reinforcement history Reinforcement relevance to expected behavior Reinforcement delivered consistently during skill acquisition and faded Reinforcement delivered at high frequency at first during skill acquisition

4 Corners Activity – “Adult Hat” Tangible Water bottle, coffee cup with PBIS logo, payment Token Tickets put into a raffle for bigger prize Symbolic Diploma, hand-written thank you note Celebration Gathering at nearby locale together for lunch or after-work beverage of choice

4 Corners Activity – “Student Hat” Tangible Water bottle, fancy pencil, ticket to dance or sporting event Token Tickets put into a raffle for bigger prize, or spent at school store Symbolic “Caught You Being Good,” positive referral Celebration Extra recess, class party, grade level or school-wide event

Components of School-Wide Acknowledgment Plans High Frequency/Predictable Delivered at a high rate for a short period Gotchas, Falcon Feathers, positive referrals, phone calls, High 5 Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges Families are acknowledged for various types of participation Golden gotchas for families for participation at school events and reinforcing and modeling expected school behaviors 14

Components of School-Wide Acknowledgment Plans Unexpected/Intermittent Bring “surprise” attention to certain behaviors or at scheduled intervals Unpredictable use of “Gotchas,” ticket lottery, special announcements, High Five surprises, High Five button # calls, skill-of-the-day, raffles 15

Components of School-Wide Acknowledgment Plans Long-term Celebrations Build attachment and community. Long term celebrations are for ALL students….referral-free parties DO NOT count! Quarterly activities, assemblies, parent dinners, field trips 16

No Take Backs Guidelines 1. Acknowledge behavior, not people. 2. Include the student in identification of possible recognition. 3. Use small recognitions frequently, rather than large recognitions infrequently. 4. Embed acknowledgment in the activity/behavior you want to encourage. 5. Ensure that recognition closely follows the behavior you want to encourage. 6. Use acknowledgments that are natural to the context, developmentally appropriate, and easy to administer. 7. Use many different recognitions - keep novel. 8. Use recognition 5 times more often than negative consequences. 9. Acknowledge progress steps toward desired behavior. 10. Try to avoid rewarding inappropriate behavior (i.e., escape). No Take Backs

Acknowledgment System Guidelines Keep it simple. Provide staff with opportunities to recognize students in common areas who are not in their classes. Include information and encouraging messages on daily announcements. Acknowledgment rate should reach 85-95% of students. Aim for 100% family awareness of acknowledgement system.

Guidelines Acknowledge students frequently in the beginning. Acknowledge students contingent on desired behavior. Refrain from threatening the loss of reinforcer as a strategy for motivating desired behaviors. Refrain from taking earned items or activities away from a student. Students should be eligible to earn acknowledgement throughout the day contingent upon appropriate behavior.

Challenges Remaining focused on the positive Providing meaningful acknowledgments/recognitions Maintaining consistency with all-staff utilization Tracking/assessing your acknowledgment system

Solutions Keep ratios of reinforcement to correction high (5:1 at a minimum). Involve students and family members on your team to help with meaningful recognitions. Provide recognition system trainings to staff annually and plan for booster trainings as needed. Develop a data-based system for monitoring and documenting appropriate behaviors.

Tips for Providing Acknowledgement Name the behavior and expectation observed. Give positive verbal/social acknowledgement. Tie recognition in to school-wide recognition system.

Other Critical Elements Make sure that the acknowledgment system has diverse opportunity. Not all students value individual tokens or accomplishment, for these students ensure that there are “community based” opportunities available (e.g., earn chance to do something special with group of friends, classroom-based recognitions) Place emphasis on social- or privilege-based acknowledgement, not necessarily MATERIAL things. Social opportunities or privileges are more powerful, especially the older the students get and are easier for schools to plan for. Student voice/choice/preference is considered in development of the system. REINFORCEMENT list in supplemental file

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Wolf Pride Gotcha Ticket Gotchas Wolf Pride Gotcha Ticket _____Respect Everyone _____Respect Education _____Respect the Environment Student:_________________________ Staff:___________________________ Date:___________________________

Acknowledgment

“Positive Office Referral” Balancing positive and negative adult/student contacts Procedures Develop equivalent positive referral Process like negative referral 27

Other Effective Strategies Positive family member telephone contact with students present Coupons (purchased with established numbers of tokens) Extra P.E., art, music Board game day Can use at a school carnival instead of money No homework coupon (use with caution) Free entrance into a sporting event/dance Early release pass

Other Effective Strategies Positive family member telephone contact with students present Community businesses – “Golden Ticket” Coupons (purchased with established numbers of tokens): Extra P.E., art, music Board game day Can use at a school carnival instead of money No homework coupon (use with caution) Free entrance into a sporting event/dance Early release pass

A Word About Families Schools cannot expect to be experts on all families, their values and their cultures, but should know when to involve the “experts.” The more involved families and students are in system development, the more the system reflects the values and beliefs. Families and students can and should be used to help design and administer the acknowledgement system. Increases student buy-in Increases family engagement Increases likelihood that system will resonate for more students Decreases likelihood of “pushback”

Activity F.1 System Development: Design acknowledgement system Review examples

PBIS School-wide Acknowledgement Matrix (Students & Adults) TYPE WHAT WHEN WHERE WHO Immediate/High Frequency In the moment, predictable (e.g., Gotchas, Paws, High Fives) STUDENTS: ADULTS: High frequency for a short time when first teaching desired behavior or re-teaching identified problem behavior from data ALL STUDENTS, ALL ADULTS Redemption of high frequency (e.g., school store, drawings) At least monthly Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway) Maintaining a taught behavior (fading) Long-term School-wide Celebrations (school-wide not individually based) FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior area ACTIVITY: (e.g., ice cream social, dance, game day) BOTH TOGETHER: At least quarterly 32

Evaluation Completion What makes this evaluation unique & special? Used as both formative and summative data Two types of questions for you to consider: Questions related to this trainings content and… Questions related to your schools current knowledge and beliefs around implementing a culturally responsive multi-level system of support This slides it be put at the end when the trainer intentionally stops and explicitly announces the evaluation completion. We request your time in completing this training evaluation! Used as both formative and summative data we will review this information immediately to make changes for the next time we meet based on your input You will notice that most of the eval focuses on todays’ experience and content. However, there is a brief section where we want your insight into the larger systems work; your schools current understanding and beliefs about a culturally responsive multi level system of support.

Day 1 Training Objectives Understand the basic RtI principles as they apply to the content area of behavior (PBIS) Understand the components of the Leadership Team and know what they look like in practice Understand the components of Developing Expectations and Rules and know what they look like in practice

Day 1 Training Objectives Understand the components of Lesson Plans for Teaching Expectations and Rules Understand the components of Developing a Recognition System and know what they look like in practice Develop an awareness of how to be responsive to various cultures within the context of a school

Evaluation Link and QR Code http://u100.questionpro.com Or, to use the QR Code: Open the QR Code reader on your phone (i.e. RedLaser or QR code) Hold your device over the QR Code so that it’s visible within your screen. The app will either automatically scan the code or you’ll need to push a button to start the scan Your smartphone reads the code and navigates to the intended destination, which may take a few seconds.

Complete Module F: Reward/Recognition Process Self Assessment and Action Plan Statements 22-28 Insert link to new format

Benchmarks of Quality/Goal Use Modules and Snapshot to guide process Critical Element Benchmarks of Quality/Goal Status In Place Partially Not In Place Implementation Plan How? Who? When? Use Modules and Snapshot to guide process Module F: Establish Acknow- ledgement Program 22. A system of acknowledgement has elements that are implemented consistently across campus The acknowledgement system guidelines and procedures are implemented consistently across campus. Almost all members of the school are participating appropriately. (90-100% staff participation)   23. A variety of methods are used to acknowledge students The school uses a variety of methods to acknowledge students (e.g. praise, cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events 24. Acknowledgements are linked to expectations Acknowledgement is provided for behaviors that are identified in the rules/expectations and staff members verbalize the appropriate behavior when giving acknowledgement 25. Acknowledgements are varied to maintain student interest The acknowledgement is varied throughout year and reflects students’ interests (e.g. consider the student age, culture, gender, and ability level to maintain student interest.) 26. Ratios of acknowledgement/reinforcement to corrections are high Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high (e.g., 4:1) 27. Students are involved in identifying/ developing incentives Students are often involved in identifying/developing incentives 28. The system includes acknowledgement/incentives for staff/faculty The system includes incentives for staff/faculty delivered consistently