1. Click to edit Master title style Click to edit Master subtitle style 10/3/20151 If you modify this powerpoint, update the version information below. This slide is hidden from slideshow Version 9.28.11 – Justyn Poulos

2. Click to edit Master title style Click to edit Master subtitle style 10/3/20152 F. Recognition Program Established

3. Click to edit Master title style Click to edit Master subtitle style 10/3/20153 Critical Element/Trainer Presentations PBIS Implementation GoalWorkbook Examples and Tools F.Reward/ Recognition Program Established 22.A system of rewards has elements that are implemented consistently across school/campus. a.The acknowledgement system guidelines and procedures are implemented consistently across school/campus. Almost all member of the school are participating appropriately (90- 100% staff participation) Module F Snapshot Acknowledgement Matrix Module F - Self- Assessment and Action Plan Acknowledgement Matrix - Toki MS Hawthorne PBIS Ways to Acknowledge Kids Regent of the Month - HS 23.A variety of methods are used to acknowledge students a.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. Students with few/many tokens have equal opportunities to cash them in for rewards. However, larger rewards are given to those earning more tokens/points. No or Low Cost Recognition Ideas for Students Crestwood Acknowledgement System Breakfast Nomintation Criteria - HS 24.Rewards are lined to expectations and rules a.Acknowledgement is provided for behaviors that are identified in the rules/expectations and staff members verbalize the appropriate behavior when giving acknowledgement. 25.Rewards are varied to maintain student interest a.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 reinforcement to corrections are high a.Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high (e.g., 5:1) 27.Students are involved in identifying/developing incentives a.Students are often involved in identifying/developing incentives 28.The system includes incentives for staff/faculty a.The system includes incentives for staff/faculty delivered consistently No or Low Cost Recognition ideas for Adults Acknowledgement Matrix Rewards for Students and Staff

4. Click to edit Master title style Click to edit Master subtitle style 10/3/20154 “ What the World’s Greatest Managers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. 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) 10. Have the opportunity to do their job well

5. Click to edit Master title style Click to edit Master subtitle style 10/3/20155 Current Acknowledgement Practices Inappropriate Behavior - Sent to counselor - Principal’s office -After school with an adult -Stay in from recess -Call home -Parent meeting -Special incentives -1 positive to 20 negatives (Colvin, 2002) Appropriate Behavior – More challenging work – “Free time” – Ignored

6. Click to edit Master title style Click to edit Master subtitle style 10/3/20156 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. Click to edit Master title style Click to edit Master subtitle style 10/3/20157 Example If the consequence was access to technology and the behavior increased, then the access was a reinforcer. If the consequence was a sticker and the behavior increased, then the sticker 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. Click to edit Master title style Click to edit Master subtitle style 10/3/20158 Why Develop a School-wide Acknowledgment/Reinforcement System? Focuses staff and student attention on desired behaviors and outcomes Fosters a positive school climate Increases the likelihood that desired behaviors will be repeated Reduces the need for engaging in time consuming disciplinary measures

9. Click to edit Master title style Click to edit Master subtitle style 10/3/20159 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

10. Click to edit Master title style Click to edit Master subtitle style 10/3/201510 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 afterwork beverage of choice

11. Click to edit Master title style Click to edit Master subtitle style 10/3/201511 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 schoolwide event

12. Click to edit Master title style Click to edit Master subtitle style 10/3/201512 Components of School-Wide Acknowledgment Plans High frequency/Predictable – Delivered at a high rate for a short period – E.g. 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 – E.g. Golden gotchas for families for participation at school events and reinforcing and modeling expected school behaviors Unexpected/Intermittent – Bring “surprise” attention to certain behaviors or at scheduled intervals – E.g. Unpredictable use of “Gotchas”, ticket lottery, special announcements, Hi Five surprises, Hi Five button # calls, skill-of-the-day, raffles Long term Celebrations – E.g. Quarterly activities, assemblies, parent dinners, field trips – Build attachment and community Long term celebrations are for ALL students….referral free parties DO NOT count!

13. Click to edit Master title style Click to edit Master subtitle style 10/3/201513 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 follow 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 (ie. Escape) Put text box over entire slide Blow up background words No Take-Backs!! No Take Backs

14. Click to edit Master title style Click to edit Master subtitle style 10/3/201514 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

15. Click to edit Master title style Click to edit Master subtitle style 10/3/201515 Guidelines Acknowledge frequently in the beginning Acknowledge 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

16. Click to edit Master title style Click to edit Master subtitle style 10/3/201516 Challenges Remaining focused on the positive Providing meaningful acknowledgments/recognitions Maintaining consistency with all staff utilization Tracking/assessing your acknowledgment system

17. Click to edit Master title style Click to edit Master subtitle style 10/3/201517 Solutions Keep ratios of reinforcement to correction high (5:1 at a minimum). Involve students on your team to help with meaningful recognitions Provide recognition system trainings to staff annually and plan for booster trainings as needed Develop data-based system for monitoring and documenting appropriate behaviors

18. Click to edit Master title style Click to edit Master subtitle style 10/3/201518 Tips for Providing Acknowledgement Name behavior and expectation observed Give positive verbal/social acknowledgement Tie-in recognition to school-wide recognition system

19. Click to edit Master title style Click to edit Master subtitle style 10/3/201519

20. Click to edit Master title style Click to edit Master subtitle style 10/3/201520 Gotchas Wolf Pride Gotcha Ticket _____Respect Everyone _____Respect Education _____Respect the Environment Student:_________________________ Staff:___________________________ Date:___________________________

21. Click to edit Master title style Click to edit Master subtitle style 10/3/201521 Acknowledgment

22. Click to edit Master title style Click to edit Master subtitle style 10/3/201522 “Positive Office Referral” Balancing positive/negative adult/student contacts Procedures – Develop equivalent positive referral – Process like negative referral

23. Click to edit Master title style Click to edit Master subtitle style 10/3/201523 Other Effective Strategies Positive parent telephone contacts with students present Coupons (purchased with established numbers of tokens) for the following: – 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

24. Click to edit Master title style Click to edit Master subtitle style 10/3/201524 Recognizing Staff Keeping staff motivated is just as important to the PBIS process as motivating students Utilize community resources and local businesses Incentives for staff that have worked at other schools include: – After School Ice Cream Social – Leave 5min early pass – Special Parking Spots – Recognition at faculty meetings

25. PBIS School-wide Acknowledgement Matrix (Students and Adults!) 25 TYPEWHATWHENWHEREWHO 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) STUDENTS: ADULTS: At least monthlyALL STUDENTS, ALL ADULTS Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway) STUDENTS: ADULTS: Maintaining a taught behavior (fading) ALL STUDENTS, ALL ADULTS 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 quarterlyALL STUDENTS, ALL ADULTS

26. Click to edit Master title style Click to edit Master subtitle style 10/3/201526 Activity F System Development: Design Acknowledgement System Review Examples Blank Acknowledgement Matrix

27. Click to edit Master title style Click to edit Master subtitle style 10/3/201527 Complete Module F: Reward/Recognition Process Self Assessment and Action Plan Activity