1. F. Recognition System Developed

2. 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

3. 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

4. “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

5. 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

6. 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.

7. 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.

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.

19. 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.

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

21. 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.

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

23. 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

24. 24

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

26. Acknowledgment

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

28. 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

29. 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

30. 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”

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

32. 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

33. 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.

34. 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

35. 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

36. Evaluation Link and QR Code
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.

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

38. 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