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The magic number is 5:1. Research suggests students thrive when they receive about five positive acknowledgments for every one correction.
The magic number is 5:1. Research suggests students thrive when they receive about five positive acknowledgments for every one correction.
Developing Mindsets to Support the School-Wide Acknowledgement Policy
Developing Mindsets to Support the School-Wide Acknowledgement Policy
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship.
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship.
Work of the Staff: Come into an understanding of how the following approaches impact the overall use of Acknowledgement.
Work of the Staff: Come into an understanding of how the following approaches impact the overall use of Acknowledgement.
In a Zero Tolerance approach staff believe behaviors are choices students make. Students have an obligation to make good choices and, therefore, view positive acknowledgement and reinforcement as unnecessary. When scanning the environment, appropriate behaviors are often overlooked or downplayed as all of the attention is focused on catching students 'misbehaving'.
In a Zero Tolerance approach staff believe behaviors are choices students make. Students have an obligation to make good choices and, therefore, view positive acknowledgement and reinforcement as unnecessary. When scanning the environment, appropriate behaviors are often overlooked or downplayed as all of the attention is focused on catching students 'misbehaving'.
In a PBiS approach staff believe positive behaviors can be taught and reinforced, therefore, students benefit from high rates of positive feedback and acknowledgement. When scanning the environment, appropriate behaviors are deliberately noticed for the purpose of acknowledging them at a rate of 4+ to 1-.
In a PBiS approach staff believe positive behaviors can be taught and reinforced, therefore, students benefit from high rates of positive feedback and acknowledgement. When scanning the environment, appropriate behaviors are deliberately noticed for the purpose of acknowledging them at a rate of 4+ to 1-.
In an RJ approach staff believe positive behaviors have the potential to strengthen the community bond, therefore, students benefit from high rates of positive Affective Statements. When scanning the environment, staff are deliberately looking for opportunities to express positive emotions in regards to student behavior at a rate of 4+ to 1-. (Video: What are Affective Statements?)
In an RJ approach staff believe positive behaviors have the potential to strengthen the community bond, therefore, students benefit from high rates of positive Affective Statements. When scanning the environment, staff are deliberately looking for opportunities to express positive emotions in regards to student behavior at a rate of 4+ to 1-. (Video: What are Affective Statements?)
Developing an Acknowledgment System
Developing an Acknowledgment System
The task of the Tier 1 Team is to develop a written set of procedures to support staff in reinforcing behaviors that support academic and social success (Expected Behaviors).
The task of the Tier 1 Team is to develop a written set of procedures to support staff in reinforcing behaviors that support academic and social success (Expected Behaviors).
The Tier 1 Team will involve students, families, and community members in the development and use of acknowledgement systems in order to create systems that are meaningful and authentic.
Positive relationships between students and staff are reciprocal, culturally responsive, and trusting. These relationships provide a sense of security and inclusion, enhance student resilience and coping, protect students from risk factors such as trauma, and contribute to higher engagement and positive long-term outcomes.
Positive relationships between students and staff are reciprocal, culturally responsive, and trusting. These relationships provide a sense of security and inclusion, enhance student resilience and coping, protect students from risk factors such as trauma, and contribute to higher engagement and positive long-term outcomes.
CASEL: SEL Roadmap for Reopening Schools (3.1)
Sample: Acknowledgement Overview
Acknowledgment builds a sense of belonging. Students who feel seen and valued are more likely to participate, persevere, and take positive risks.
Establishing a School-Wide Tangible Reward System - A Formal Set of Written Procedures
Establishing a School-Wide Tangible Reward System - A Formal Set of Written Procedures
In order to consistently deliver high rates of positive feedback to all students, the TFI requires the establishment of a school-wide tangible system (or token economy). As the Tier 1 Climate & Culture Team establishes a set of written procedures, it will be important to seek input from all stakeholders, staff, and families to ensure the the reinforcers and recognitions are relevant and meaningful.
In order to consistently deliver high rates of positive feedback to all students, the TFI requires the establishment of a school-wide tangible system (or token economy). As the Tier 1 Climate & Culture Team establishes a set of written procedures, it will be important to seek input from all stakeholders, staff, and families to ensure the the reinforcers and recognitions are relevant and meaningful.
Tangible Reinforcers
Tangible Reinforcers
Tangible reinforcers act as a reminder for teachers to have frequent, positive interactions with students which includes delivery of positive and specific feedback on social behaviors. The value of the tangible increases when they are used within a token economy.
Tangible reinforcers act as a reminder for teachers to have frequent, positive interactions with students which includes delivery of positive and specific feedback on social behaviors. The value of the tangible increases when they are used within a token economy.
When developing a schoolwide tangible system, make the tangible easy to distribute with minimal writing required by the staff member. The easier the better!
When developing a schoolwide tangible system, make the tangible easy to distribute with minimal writing required by the staff member. The easier the better!
Establishing Logistics & Sustainability of your School-Wide Tangible Reward System
Establishing Logistics & Sustainability of your School-Wide Tangible Reward System
What type of tangible will the site adopt - electronic, paper, token, etc. Who will reproduce the tangibles and supply staff? How many tangibles should staff distribute per day/week?
What type of tangible will the site adopt - electronic, paper, token, etc. Who will reproduce the tangibles and supply staff? How many tangibles should staff distribute per day/week?
What types of behaviors will staff reinforce? How can students earn tangibles?
What types of behaviors will staff reinforce? How can students earn tangibles?
How will staff present the tangible to the student? Are tangibles always paired with an Acknowledgement or Affective Statement?
How will staff present the tangible to the student? Are tangibles always paired with an Acknowledgement or Affective Statement?
Who will manage the gathering/restocking of items for exchange (store/raffle)?
Who will manage the gathering/restocking of items for exchange (store/raffle)?
How and How often can students redeem tangibles? Will this vary - daily, weekly, monthly, quarterly, annually? Who will manage the distribution of items to students (store/raffle)?
How and How often can students redeem tangibles? Will this vary - daily, weekly, monthly, quarterly, annually? Who will manage the distribution of items to students (store/raffle)?
Adults benefit, too! Teachers who intentionally look for positive behaviors often report a more positive classroom climate and less stress.
Developing Procedures to Enhance the School-Wide Acknowledgement System
Developing Procedures to Enhance the School-Wide Acknowledgement System
The School-wide Acknowledgement Procedures are the instructions or steps that describe how staff will reinforce expected behaviors.
The School-wide Acknowledgement Procedures are the instructions or steps that describe how staff will reinforce expected behaviors.
Once written, this flowchart will be included in the staff handbook and shared with families.
Once written, this flowchart will be included in the staff handbook and shared with families.
The sample Flowchart on the left provides a mechanism to share with staff and families the variety of ways staff provide positive adult attention to build relationships and develop skills.
The sample Flowchart on the left provides a mechanism to share with staff and families the variety of ways staff provide positive adult attention to build relationships and develop skills.
The presentation on the right introduces the Tier 1 Climate & Culture Team to the sample flowchart which supports staff implementation of a School-wide Acknowledgment Policy.
The presentation on the right introduces the Tier 1 Climate & Culture Team to the sample flowchart which supports staff implementation of a School-wide Acknowledgment Policy.
Providing Non-Contingent Positive Adult Attention
Providing Non-Contingent Positive Adult Attention
Non-Contingent Attention: is time and attention given regardless of performance. This type of positive adult attention:
Non-Contingent Attention: is time and attention given regardless of performance. This type of positive adult attention:
Helps fulfill students’ need to be noticed and valued;
Helps fulfill students’ need to be noticed and valued;
Provides role-model of positive social interactions;
Provides role-model of positive social interactions;
The yellow section of the sample flowchart identifies the specific PBiS/RJ approaches and practices staff use to encourage engagement and build relationship.
The yellow section of the sample flowchart identifies the specific PBiS/RJ approaches and practices staff use to encourage engagement and build relationship.
Proactive Practices: Positive Contacts, Proximity, Active Supervision
Proactive Practices: Positive Contacts, Proximity, Active Supervision
Restorative Practices: Community Building Circles.
Restorative Practices: Community Building Circles.
Build Connection
Build Connection
Providing Contingent Positive Adult Attention
Providing Contingent Positive Adult Attention
Contingent Attention: is time and attention provided based upon student performance of an identified expectation or behavior. This type of positive adult attention helps:
Contingent Attention: is time and attention provided based upon student performance of an identified expectation or behavior. This type of positive adult attention helps:
Increase academic performance;
Increase academic performance;
Increase on-task behavior;
Increase on-task behavior;
Increase likelihood students will continue to use the desired behavior in the future;
Increase likelihood students will continue to use the desired behavior in the future;
Students to discern correct or “right” responses from incorrect or “wrong.”
Students to discern correct or “right” responses from incorrect or “wrong.”
Good, Eller, Spangler, and Stone; Sutherland, Wehby, Copeland
The blue section of the sample flowchart identifies the specific PBiS/RJ approaches and practices staff use to encourage the development of expected behaviors.
The blue section of the sample flowchart identifies the specific PBiS/RJ approaches and practices staff use to encourage the development of expected behaviors.
Instructive Practices: Acknowledgements
Instructive Practices: Acknowledgements
Restorative Practices: Affective Statements, Community Building Circles.
Restorative Practices: Affective Statements, Community Building Circles.
Build Skills
Build Skills
Building a School-Wide Tangible System - Contingent on Behavior
Building a School-Wide Tangible System - Contingent on Behavior
The gray section of the flowchart is where the Tier 1 Climate & Culture Team provides staff and families with an overview of the procedures that support the school-wide tangible reinforcement system.
The gray section of the flowchart is where the Tier 1 Climate & Culture Team provides staff and families with an overview of the procedures that support the school-wide tangible reinforcement system.
The extent to which a school develops the formal system to acknowledge expected behaviors may vary, the goal remains the same: at least 90% of staff and at least 50% of the students report having either given or received a tangible within the previous two months.
The extent to which a school develops the formal system to acknowledge expected behaviors may vary, the goal remains the same: at least 90% of staff and at least 50% of the students report having either given or received a tangible within the previous two months.
A classroom with a 5:1 ratio doesn't mean giving five rewards for every correction—it means creating a culture where students hear far more encouragement, acknowledgment, and positive feedback than corrective statements.
Developing Classroom Acknowledgment Systems
Developing Classroom Acknowledgment Systems
Developing a system of continuous praise is important because it creates a classroom where positive behaviors are intentionally taught, noticed, and reinforced.
Benefits include:
Increases desired behaviors. Students are more likely to repeat behaviors that receive positive attention, such as following directions.
Builds positive teacher-student relationships. Frequent, genuine acknowledgment helps students feel seen, valued, and connected to their teacher.
Creates a positive classroom climate. When positive interactions outnumber corrective interactions, classrooms tend to be calmer and more welcoming.
Improves student motivation. Behavior-specific praise helps students understand exactly what they did well, increasing their confidence and encouraging continued effort.
Reduces problem behavior. By reinforcing expected behaviors before problems occur, teachers often spend less time correcting misbehavior and more time teaching.
A continuous praise system isn't about giving rewards all day. It's about intentionally recognizing the behaviors you want to see more often.
Additional Reading and Supports
Additional Reading and Supports
MO SWPBIS Tier 1 Implementation Guide - Excerpt:
MO SWPBIS Tier 1 Implementation Guide - Excerpt:
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or chatgbt.com
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