f. recognition system developed

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Tier 1/Universal Training

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

F. Recognition System Developed

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Module F: Establish Acknowledgement Program

PBIS Implementation Goal22. 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 incentives28. The system includes acknowledgement/incentives for staff/faculty• The system includes incentives for staff/faculty delivered consistently

WorkbookExamples and Tools


http://wisconsinpbisnetwork.org/assets/files/Tier1/U100-U200Workbook2013-14.docx

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“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), and10. have the opportunity to do their job well.



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



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/

AcknowledgementsSchool-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



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 EngagementAside 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:

1)Reinforcement preference• What subjects, activities, things interest students?

2)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




Unexpected/IntermittentBring “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




Long-term CelebrationsBuild attachment and community. Long term celebrations are for ALL students….referral-free parties DO NOT count!

Quarterly activities, assemblies, parent dinners, field trips



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).

Guidelines

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.



Challenges

Remaining focused on the positiveProviding meaningful acknowledgments/recognitionsMaintaining 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 Elements1. Make sure that the acknowledgment system has diverse

opportunity.

a) 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)

2. Place emphasis on social- or privilege-based acknowledgement, not necessarily MATERIAL things.

a) Social opportunities or privileges are more powerful, especially the older the students get and are easier for schools to plan for.

3. Student voice/choice/preference is considered in development of the system.

REINFORCEMENT list in supplemental file



GotchasWolf 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



Other Effective StrategiesPositive 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 StrategiesPositive 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


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)

STUDENTS:

ADULTS:

At least monthly ALL 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 areaACTIVITY: (e.g., ice cream social, dance, game day)

BOTH TOGETHER:

At least quarterly ALL STUDENTS, ALL ADULTS

PBIS School-wide Acknowledgement Matrix (Students & Adults)


Evaluation Completion

What makes this evaluation unique & special?1. Used as both formative and summative data

2. 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



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



http://u100.questionpro.comEvaluation Link and QR Code

Or, to use the QR Code: 1. Open the QR Code reader on your

phone (i.e. RedLaser or QR code)2. Hold your device over the QR Code so

that it’s visible within your screen.a. The app will either automatically

scan the code or you’ll need to push a button to start the scan

3. Your smartphone reads the code and navigates to the intended destination, which may take a few seconds.


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http://u100.questionpro.com/


Complete Module F: Reward/Recognition

Process Self Assessment and Action Plan

Statements 22-28

Insert link to new format


Module F:Establish Acknow-ledgementProgram

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

Critical Element Benchmarks of Quality/Goal

StatusIn PlacePartially

Not In Place

Implementation PlanHow? Who? When?

Use Modules and Snapshot to guide process

f. recognition system developed

Documents

system of acknowledgement

stafffacultythe system

good job

studentsthe school

continued support

student age

variety of methods

good work