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F. Recognition Program Established



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Critical Element/Trainer

PresentationsPBIS Implementation Goal Workbook

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 MSHawthorne PBIS Ways to Acknowledge KidsRegent 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 StudentsCrestwood Acknowledgement SystemBreakfast Nomintation Criteria - HS

24.Rewards are lined to expectations and rulesa. 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 AdultsAcknowledgement MatrixRewards for Students and Staff



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“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 expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. 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 important8. See the people around them committed to doing a good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well



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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



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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



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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.



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Why Develop aSchool-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



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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 frequentpredictable to unpredictable tangible to socialother-delivered to self-delivered

• Individualize for students needing greater support systems



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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



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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



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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!



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Guidelines

1. Acknowledge Behavior, not people2. Include the student in identification of possible recognition3. Use small recognitions frequently, rather than large

recognitions infrequently.4. Embed acknowledgment in the activity/behavior you want to

encourage5. Ensure that recognition closely follow the behavior you want

to encourage6. Use acknowledgments that are natural to the context,

developmentally appropriate and easy to administer.7. Use many different recognitions - keep novel8. 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)

No Take Backs



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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



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Challenges

• Remaining focused on the positive

• Providing meaningful acknowledgments/recognitions

• Maintaining consistency with all staff utilization

• Tracking/assessing your acknowledgment system



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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



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Tips for Providing Acknowledgement

• Name behavior and expectation observed• Give positive verbal/social acknowledgement• Tie-in recognition to school-wide recognition

system



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GotchasWolf Pride Gotcha Ticket

_____Respect Everyone _____Respect Education _____Respect the Environment

Student:_________________________ Staff:___________________________ Date:___________________________



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Acknowledgment



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“Positive Office Referral”

• Balancing positive/negative adult/student contacts

• Procedures– Develop equivalent positive referral– Process like negative referral



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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



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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

PBIS School-wide Acknowledgement Matrix (Students and Adults!)

25

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



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Activity F

System Development:• Design Acknowledgement System• Review Examples

Blank Acknowledgement Matrix



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Complete Module F: Reward/Recognition Process

Self Assessment and Action Plan

Activity

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