1. Module 3: Acknowledgement Systems
Section 1: Terminology and Building Relationships
Welcome to the Classroom Management for Academic Engagement training module from the Wisconsin PBIS Network. These modules are designed to support schools as they implement PBIS at the classroom level. The modules can be used as a group learning experience or by individuals to refine their classroom practices and learn how to use PBIS in their classrooms. The modules will cover material that is assessed on the Tiered Fidelity Inventory, and a few other skills that have been national recognized as key to created conditions for learning.
The theme of this Module is Acknowledgement Systems. It includes:
Language and Building Relationships
Specific Positive Feedback
Token Economies
Class Contingencies
In Section 1, we will focus on Language and Building Relationships, a necessary component to creating a safe environment for learning.

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports
EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management.
An important part of PBIS in the Wisconsin RtI Framework is equity..   
Equity* includes the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture.
These practices prepare all students for a multicultural world.  When we think about culture in schools, we include characteristics such as race, age, gender, socio-economic status, rural/suburban/urban, religion, nationality, language and ethnicity.
Please take time to view the 2 minute snippet that provides an overview of how these modules are connected to equitable educational practices.
Additional resources:
More about Wisconsin’s framework
More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:
Building strong relationships with students and family is aligned with the Evidenced-Based Practices, Positive Culture and Family Engagement features of Wisconsin’s framework.

5. Objectives and Outcomes
As a result of viewing this module, participants will:
Know and Understand:
Learn the Wisconsin PBIS Network’s definition of classroom acknowledgement systems
Distinguish between non-contingent and contingent attention
Understand the importance of using non-contingent attention to create relationships with students
Do:
Evaluate use of contingent and non-contingent attention
Acknowledgements are a very powerful method of teaching behavior that often gets overlooked.
After participating in this module, you will:
Know and Understand:
Learn the WI PBIS Network definition of Classroom Acknowledgement Systems
Distinguish between Non-contingent and Contingent Attention
Understand the importance of using Non-contingent Attention to create Relationships with students
Do:
Evaluate your use of contingent and non-contingent attention

6. Connection to Tiered Fidelity Inventory: 1.8
1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems.
Not formally implementing 1
Classrooms are informally implementing tier 1 but no formal systems exist
(80% of classrooms) 2*
Classrooms are formally implementing all core tier 1 features, consistent with school-wide expectations
The strategies covered in this modules correlate with several assessment inventories schools use to determine implementation of best practices. One is the Tiered Fidelity Inventory, Item 1.8 addresses implementation of PBIS at a classroom level. To earn a score of 1 or 2, there must be evidence that 80%of the teaching staff:
Applies school-wide expectations within the class setting;
Teaches class routines;
Implements a class level acknowledgement system that is in line with the school-side system;
Use an in-class continuum of consequences.
This module section will outline classroom acknowledgement systems. It will look at this through the lens of contingent and non-contingent attention.
To earn a 2, these systems must be formalized.
*Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education
Creating a Safe Learning Environment
Physical
Emotional
Academic
Social and
Behavioral
Classroom Management Module 3
and
Trauma Sensitive School Module 10
The Wisconsin Department of Educations’ School Mental Health Project created a series of modules outlining best practice for Trauma Sensitive Education. Module 10 has information to consider in building relationships.
Also, in Module 7, a resource entitled Safety Review Tool outlines strategies that create Physical, Emotional, Academic, Social and Behavioral safety for students. Many of the strategies included in these modules are listed in this Safety document, and can be used for schools that working to become more sensitive to students that have experienced adversity.
Safety Review Tool

8. What the Research Says Current classroom management practice…
is now more about understanding the class as a social system, than pupil behavior and discipline. (May Britt Posthom, 2013)
The classroom is an ecology…
A teaching approach that is person-centered uses practices that create a sense of belonging and responsibility as a way to maintain productive learning communities. (Doyle, 2009)
Know yourself and your students…
Teachers who have knowledge about themselves and their pupils have a foundation on which good relationships can be built. (Milner and Tenore, 2010)
Classroom management has shifted in its focus over the years. While earlier practice focused on pupil behavior and discipline, current classroom management is now more about understanding the class as a social system. (Classroom Management: What does research tell us?; May Britt Posthom 2013 )
Doyle (2009) describes the classroom as an ecology. The approach of the teacher is person-centered (vs. discipline oriented). The work of the teacher is to create, in collaboration with the students, a context which forms the basis for interaction in a dynamic way. Teaching practices invite pupils to be active in the classroom, and these practices create the responsibility and sense of belonging that is required to establish and maintain productive learning communities.
Know yourself and your students….
state that teachers who have knowledge about themselves and their pupils have a foundation on which good relationships can be built. Teachers should try to understand themselves in relation to the pupils, the pupils’ parents and the community of pupils.

9. Protective Factor: Trusting Relationships
Let’s apply this to High School students in Wisconsin. Trusting relationships is a protective factor for students.
Research from Katherine, McCoy in her Wisconsin Youth Risk Behavior Summary Report, looked at the number of students in High School that had at least one teacher they could talk to. While this increases with the years in school, only 64% of in-coming freshman report having a teacher they can talk to. This makes this crucial year of transition even more difficult. It also calls for a need for school staff to make a special effort to connect with new students.
McCoy, Katherine Wisconsin Youth Risk Behavior Summary Report. Madison: Wisconsin Department of Public Instruction, 2018.

10. Protective Factor: Sense of Belonging at School
Breaking this data down into various sub groups, we can see that our LGBT students, and students of color, have a lower sense of belonging at school than white students. Why is this important?
McCoy, Katherine Wisconsin Youth Risk Behavior Summary Report. Madison: Wisconsin Department of Public Instruction, 2018.

11. Positive Culture—Relationships
Staff, learners, and families have positive relationships creating a strong sense of identity and belonging with the school and district.
Using Hattie’s Barometer of Influence, what effect size do you predict for student-teacher relationships on achievement?
.72
Hattie looked at the impact of student-teacher relationships on achievement. What impact do you think relationship has on achievement?
With an effect size of .4 or higher being meaningful, relationship has an effect size of .72 – a high degree of influence.

12. Positive Culture—Relationships
According to John Hattie, It is teachers who have created positive teacher-students relationships that are more likely to have the above average effects on student achievement.
It is important to note that while trust is especially important for students that have experience trauma, depending on past experiences, it may be especially challenging for these students to trust a caregiver. Never the less, for students to learn, this relationship needs to be fostered.
In this module, we’ll look at to create those very powerful relationships.

13. Terminology Acknowledgement systems
Contingent vs. non-contingent attention
Acknowledgement (non-contingent)
Specific positive feedback (contingent)
The term “Acknowledgement” is used in PBIS surveys. We will begin by looking at the terminology used in these instruments, and then go deeper by looking at the terminology used in educational studies.

14. Non-contingent = Unconditional
Acknowledgement
Is the act of attending to, recognizing or noticing;
builds relationship by communicating the worth of an individual;
affirms and validates
Is non-contingent
Non-contingent = Unconditional
In keeping with terminology used in PBIS assessments, “Acknowledgement Systems” is a term we will use to refer to the continuum of verbal and non-verbal tools teachers have to build relationships, and to reinforce appropriate behavior and new learning.
Wisconsin has refined its use of language in this area. In this module, we will use the term “acknowledgement” to refer to non-contingent attention.
Acknowledgement refers to:
the act of attending to, recognizing or noticing;
builds relationship by communicating the worth of an individual;
Affirms and validates students – their uniqueness and their cultural values and practices.
is non-contingent
What do we mean by Non-contingent? It means that the attention a teacher gives a student is not dependent on anything: not good or bad behavior, academic achievement, or need. It is given non-conditionally, without an expectation of change of poor behavior or increase in good behavior.

15. Specific Positive Feedback
Is given contingent or dependent on desired behavior occurring
makes that behavior more likely to occur in the future;
one of the most powerful tools for influencing pro-social behavior.
Is Important in building cultural capital in students
This is distinguished from specific, positive feedback, which is a teaching tool that uses contingent attention. That is, attention is dependent on specific behaviors occurring.
Let’s clarify our definition of specific positive feedback. Specific positive feedback makes a replacement behavior more likely to occur in the future, making it one of the most powerful tools for shaping or changing behavior.
(BCUSD Positive Behavior Support Initiative)
Because positive feedback is such a powerful teaching tool, it is an important component in building the Cultural Capital of students with varying backgrounds and social skill sets. Letting students know when they are performing a new skill correctly is far more effective than punishing them when they make errors.
Bottom line: Providing feedback to students
↑ desired behaviors
↓ time spent correcting behavior

16. Activity 3.1: Think and Share
Individually, list as many examples as you can of both non-contingent and contingent attention that are presently in place in your classroom.
Identify:
When do you use each type?
Students that may require more attention to develop a relationship.
Discuss in small groups
Of all the pieces of the school-wide PBIS system, acknowledgement systems is the component that receives the most resistance. The comment is often made that students should not be rewarded for behaviors that they should be doing anyway. Much of the resistance comes from a misunderstanding of terminology. Take some time to reflect on and discuss “attention”.
1. List as many examples as you can of both non-contingent and contingent attention that are presently in place in your classroom.
Discuss: When do you use each type?
Identify: Is there an area that can be strengthened?
Note that this form can used to formalize classroom acknowledgement systems, especially those that do not use token and contingency strategies.
Reflection: 5 min;
Discuss: 10 min
The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

17. Why is Relationship Important? Every Opportunity Video
We’ll turn now to Non-Contingent attention, which is the cornerstone for building relationships with students.
Watch video. (3.5 min)
What you saw in this video is the impact of teachers warmly acknowledging their students. Note the impact.
Of course, we all do better in welcoming environments than those that seem indifferent. Why is this important in educational settings?

18. Positive Teacher-Student Relationship
Enables students to feel safe and secure in their learning environments
Positively impacts their social and academic outcomes
Improve academic achievement and social emotional adjustment for low-income students
Associated with positive academic and social outcomes for elementary and high school students
The relationship between teachers and students can have lasting impact on the development of a child. This positive relationship:
Enables students to feel safe and secure in their learning environment (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstrong, & Essex, 2005)
Positively impacts their social and academic outcomes (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005)
Low-income students who have strong teacher-student relationships have higher academic achievement and have more positive social-emotional adjustment than their peers who do not have a positive relationship with a teacher (Murray & Malmgren, 2005)
Associated with positive academic and social outcomes for elementary, middle and high school students (Cataldi & KewallRamani, 2009)

19. Know yourself... Know your students!
Another important element in developing positive relationships with students is knowing the cultural lens through which you as a teacher interact with your students, and knowing the cultures of the students you teach. If you have not yet viewed, please take 2 minutes to view the video snippet.
In Wisconsin, we use the Model to Inform Culturally Responsive Practices to outline the elements involved with Will, Fill and Skill building. This link describes this process in more detail.
A key take away is that is important for teachers to reach out to students and their families to learn about their cultural norms. This helps a teacher identify where there might be a mis-match between school and home expectations and views. It helps the teacher better understand student behavior, and informs the decisions a teacher makes around room décor, skills to teach, and instructional practices to use or adapt. All with an eye to creating a community where students feel they belong and are safe.
Brief video clip: culturally responsive classroom management
Equity: Wisconsin’s Model to Inform

20. Engage the Family! How do you learn more about your students?
Their strengths, and challenges?
Their culture?
How do you learn more about your students? Their strengths and challenges? Their Cultures?
Go to the experts! Engage the family.
Look at the Classroom Family Engagement Rubric in the Resource Packet (Activity 3.2) This tool provides examples of the 4 stages of engage the families of your students. It is aligned to the TFI items 1.1 and 1.2.
A complete rubric, for all 3 tiers of PBIS implementation, can be found the Post Support Section on our Home Page. (in development)

21. Activity 3.2: Think and Share on Family Engagement
Individually, read over the rubric and assess your current practices
In a small group, discuss:
How can you move to a higher level of family engagement?
Share ideas for family engagement.
Reading: 5 min;
Discuss: 10 min
How do you learn more about your students? Their strengths and challenges? Their Cultures?
Go to the experts! Engage the family.
Look at the Classroom Family Engagement Rubric in the Resource Packet (Activity 3.2) This tool provides examples of the 4 stages of engage the families of your students. It is aligned to the TFI items 1.1 and 1.2.
A complete rubric, for all 3 tiers of PBIS implementation, can be found the Post Support Section on our Home Page. (in development)
The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

22. Check Your Understanding
Which of the following are true statements about non-contingent attention? (Click on each statement to reveal answer)
Non-contingent attention is dependent on the demonstration of desired behavior.
FALSE
Non-contingent attention builds relationships with students.
TRUE
Non-contingent attention has a positive impact on social and academic outcomes.
TRUE
Bullet 1: Non-contingent attention is not dependent on student performance. It’s goal is to validate and acknowledge a student.
Bullet points 2, and 3 are correct. The purpose of non-contingent attention is to build the teacher student relationship that is so critical to student success in the class setting. This impacts both social and academic outcomes.
Bullet 4: Since it is not contingent on academic performance, specific feedback is not a part of the verbal messaging of non-contingent attention. Verbal comments focus on appreciation of the student as a person, and communicate the value the student brings to the class.
Non-contingent attention provides specific, positive information about a student’s performance.
FALSE

23. Self-Reflection
Complete the self-reflection checklist items for this module.
Identify one or two areas that you would like to improve
Take time now to complete items on the Self Reflection Checklist: Establishing Relationships. This tool is for you to reflect on and self-assess your current practices. Once you complete the checklist, identify one or two areas that you would like to improve. The following slide will provides ideas on how to improve your skills and practices.
Reflection
The checklist can be found in Resource Packet for Module 3: Acknowledgement Systems

24. Making the Most of Your Learning: Use KASAB!
Knowledge
Relationship Building Through CR
TSS: Chapter 10
Trauma Sensitive Safety Review Tool
Missouri Video: Attention
Skills
2 by 10
4 Versions of Family-School Partnerships
Aspirations
How can improving the relationships help you meet your goals/dreams as a teacher?
Attitude
Equity: Wisconsin’s Model to Inform Culturally Responsive Practice
VABB Newsletter
How can you make the most of what you have just learned? Research on implementation from Learning Forward has identified 5 changes that need to occur for solid implementation of new learning:
K: Knowledge
A: Attitude
S: Skill
A: Aspirations
B: Behavior
Consider the following activities to strengthen your implementation.
Knowledge:
Read and discuss this article with colleagues: – reflect on practices you already do and areas for growth
Review Trauma Sensitive Schools’ Module 10: Developing Relationships.
Go over the areas 2- 5 (Social, Emotional, Academic and Behavioral Safety) of the WI Trauma Sensitive Safety Review Tool.
View the first 5 minutes of the Missouri Video clip that discusses contingent and non-contingent attention.
Attitudes:
Review the Model to Inform Equitable Responsive Practices. Identify an area in Will and Fill that you want to explore.
Select one activity from those suggested in this VABB newsletter:
Skills:
2 by 10: Spend 2 minutes a day for 10 days connecting with a student that seems disengaged. Topics of discussion are non-academic in nature. They are non-contingent on behavior. Note the impact.
Use the chart, 4 Versions of Family School Partnerships, to improve Home School Relationships
Aspirations:
Assess your current motivation to strengthen your relationships with your students and families? What concerns/barriers do you have?
How can improving relationships help you meet your goals and dreams as a teacher?
Behavior:
Network in your PLCs or grade level meetings on:
New ways to reach out to families (Refer to Act 3.2 Family rubric I resource packet)
Innovative ways to acknowledge students unconditionally (non-contingent)
Challenges you are encountering and ideas for addressing them
Make a special effort to reach out to the students and their families that were identified in your risk ratio calculation.
Also, Share books and internet resources on related topics.
Behavior
Use PLC’s for support
Family Engagement TFI rubric

25. Wrapping Up: Twin Circles
Identify 2 – 3 strategies you will put into place when you return to the classroom.

26. Acknowledgements
Learning Forward (learningforward.com) Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.