1. www.wisconsinpbisnetwork.org/tier1.html 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 2013-2014

2. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html “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.

5. www.wisconsinpbisnetwork.org/tier1.html 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

6. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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: 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

12. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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

15. www.wisconsinpbisnetwork.org/tier1.html 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

16. www.wisconsinpbisnetwork.org/tier1.html 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

17. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html Challenges Remaining focused on the positive Providing meaningful acknowledgments/recognitions Maintaining consistency with all-staff utilization Tracking/assessing your acknowledgment system

21. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html Tips for Providing Acknowledgement Name the behavior and expectation observed. Give positive verbal/social acknowledgement. Tie recognition in to school-wide recognition system.

23. www.wisconsinpbisnetwork.org/tier1.html Other Critical Elements 1.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

24. www.wisconsinpbisnetwork.org/tier1.html

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

26. www.wisconsinpbisnetwork.org/tier1.html Acknowledgment

27. www.wisconsinpbisnetwork.org/tier1.html “Positive Office Referral” Balancing positive and negative adult/student contacts Procedures Develop equivalent positive referral Process like negative referral

28. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html 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. www.wisconsinpbisnetwork.org/tier1.html Activity F.1 System Development: Design acknowledgement system Review examples

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

33. www.wisconsinpbisnetwork.org/tier1.html Complete Module F: Reward/Recognition Process Self Assessment and Action Plan Statements 22-28 Insert link to new format

34. 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