F. Recognition System Developed

1. F. Recognition System Developed 2013-2014

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. 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. “What the World’s Greatest Managers Do Differently” -- Buckingham & Coffman 2002, Gallup

5. 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 Current Acknowledgement Practices

6. 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. Reinforcers-Horner and Spaulding

7. 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. Example

8. 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 Why Develop a School-wide Acknowledgment/Reinforcement System?

9. 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 Guidelines for Use of Reinforcement/Acknowledgements

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. 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 – “Adult Hat”

13. 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 4 Corners Activity – “Student Hat”

14. 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 Components of School-Wide Acknowledgment Plans

15. 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 Components of School-Wide Acknowledgment Plans

16. 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 Components of School-Wide Acknowledgment Plans

17. 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

18. 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. Acknowledgment System Guidelines

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

20. 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. Solutions

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

22. 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. Gotchas

25. Acknowledgment

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

27. 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

28. 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 Other Effective Strategies

29. 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”

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

31. PBIS School-wide Acknowledgement Matrix (Students & Adults)

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