Embedded Files
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
TFI 1.9 Big Ideas
TFI 1.9 Big Ideas
In TFI 1.5, the Team developed a policy and written set of procedures to support staff in responding to behaviors that interfere with academic and social success (Problem Behaviors).
In TFI 1.5, the Team developed a policy and written set of procedures to support staff in responding to behaviors that interfere with academic and social success (Problem Behaviors).
In this element, TFI 1.9, the Team will develop a written set of procedures to support staff in reinforcing behaviors that support academic and social success (Expected Behaviors).
In this element, TFI 1.9, the Team will develop a written set of procedures to support staff in reinforcing behaviors that support academic and social success (Expected Behaviors).
Action planning includes: developing procedures for the school-wide tangible reinforcement system, creating a sub-committee to manage/ oversee the system, developing trainings to support staff in delivering Acknowledgment and Affective Statements, and developing a School-Wide Acknowledgment Policy.
Action planning includes: developing procedures for the school-wide tangible reinforcement system, creating a sub-committee to manage/ oversee the system, developing trainings to support staff in delivering Acknowledgment and Affective Statements, and developing a School-Wide Acknowledgment Policy.
Culturally Responsive - TFI 1.9 Elaboration
Teams involve students, families, and communities in the development and use of acknowledgement systems in order to create systems that are meaningful and authentic. School teams consider the culture of the students they serve when designing recognition systems (e.g., opportunity to share success with friends). In addition, teams and school staff understand that learning a new skill requires additional reinforcement, particularly when habits are already formed (e.g., when teaching code-switching). .
Positive relationships between students and adults are reciprocal, attuned, 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 achievement and positive long-term outcomes. Relationships are supported by learning environments that provide structures for safety and belonging. These environments include consistent, restorative discipline practices and opportunities for collaborative work that reinforce SEL and support community building, student engagement, and equitable outcomes.
Positive relationships between students and adults are reciprocal, attuned, 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 achievement and positive long-term outcomes. Relationships are supported by learning environments that provide structures for safety and belonging. These environments include consistent, restorative discipline practices and opportunities for collaborative work that reinforce SEL and support community building, student engagement, and equitable outcomes.
CASEL: SEL Roadmap for Reopening Schools (3.1)
School-Wide Tangible System - A Formal Set of Written Procedures
School-Wide Tangible System - A Formal Set of Written Procedures
“I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.”
“I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.”
~ Dr. Tim Lewis, PBIS National Center Co-Director
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
Reinforcers typically take the form of a ticket or coupon (e.g., Compliment Cards, Bulldog Bucks, etc.). Tangibles 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.
Reinforcers typically take the form of a ticket or coupon (e.g., Compliment Cards, Bulldog Bucks, etc.). Tangibles 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.
Work of the Team - Agree on the reinforcer(s) that will be used and establish a name.
Work of the Team - Agree on the reinforcer(s) that will be used and establish a name.
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!
Work of the Team - Design a reinforcer for the stakeholders to review.
Work of the Team - Design a reinforcer for the stakeholders to review.
2018-2019 MO SW-PBS Tier 1 Team Workbook, p. 171
Logistics & Sustainability - Consider the following:
Logistics & Sustainability - Consider the following:
Who will reproduce the tangibles and supply staff? How many tangibles should staff distribute per day/week?
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)?
Work of the Team - Consider forming a sub-committee to develop and oversee the school-wide reinforcement system.
Work of the Team - Consider forming a sub-committee to develop and oversee the school-wide reinforcement system.
Policy to Enhance School-Wide Acknowledgement System
Policy to Enhance School-Wide Acknowledgement System
In TFI 1.9, the Team, with staff involvement, may choose to develop a policy that clearly answers the following questions as they relate to implementation of a feedback and acknowledgement system. Once written, the policy will be included in the staff handbook and shared with families.​ Adding policy language will help staff to understand how Proactive, Instructive and Restorative approaches/practices support the implementation of a school-wide feedback and acknowledgment system.
In TFI 1.9, the Team, with staff involvement, may choose to develop a policy that clearly answers the following questions as they relate to implementation of a feedback and acknowledgement system. Once written, the policy will be included in the staff handbook and shared with families.​ Adding policy language will help staff to understand how Proactive, Instructive and Restorative approaches/practices support the implementation of a school-wide feedback and acknowledgment system.
For more information on policy writing - TFI 1.6.
School-Wide Policy - Template
The School-wide Acknowledgement Policy is a written statement that establishes PBIS & RJ as guiding frameworks for reinforcing expected behaviors.
The School-wide Acknowledgement Policy is a written statement that establishes PBIS & RJ as guiding frameworks for reinforcing expected behaviors.
The policy should answer the following questions:
The policy should answer the following questions:
WHY is a School-Wide Acknowledgement Policy necessary?
WHY is a School-Wide Acknowledgement Policy necessary?
HOW do Proactive, Instructive, and/or Restorative approaches support the School-Wide Acknowledgement Policy?
HOW do Proactive, Instructive, and/or Restorative approaches support the School-Wide Acknowledgement Policy?
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the School-Wide Acknowledgement Policy?
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the School-Wide Acknowledgement Policy?
WHAT procedures are necessary to implement the School-Wide Acknowledgement Policy?
WHAT procedures are necessary to implement the School-Wide Acknowledgement Policy?
School-Wide Acknowledgement Policy - Sample
Mindsets to Support the School-Wide Acknowledgement Policy
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. Therefore all schools are expected to implement PBiS and RJ approaches to support appropriate behaviors. Despite the district mandate, each staff member has their own approach when it comes to addressing appropriate (expected) behaviors.
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship. Therefore all schools are expected to implement PBiS and RJ approaches to support appropriate behaviors. Despite the district mandate, each staff member has their own approach when it comes to addressing appropriate (expected) behaviors.
Work of the Team: Clearly articulate how the following approaches may or may not support the consistent use of positive Feedback and Acknowledgement (Reinforcement).
Work of the Team: Clearly articulate how the following approaches may or may not support the consistent use of positive Feedback and Acknowledgement (Reinforcement).
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- (Video: A Snapshot of the PBIS 4 to 1 Ratio in a High School Classroom, Reading: Evidence-Based Approach Improves Student Behavior and Engagement, Research: Effects of Teacher's Praise to Reprimand Ratios on Elementary Students On-Task Behavior).
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- (Video: A Snapshot of the PBIS 4 to 1 Ratio in a High School Classroom, Reading: Evidence-Based Approach Improves Student Behavior and Engagement, Research: Effects of Teacher's Praise to Reprimand Ratios on Elementary Students On-Task Behavior).
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?)
Given the complexity of competing approaches outlined above, it will be critical for the Team to articulate a clear rationale for adopting an instructional, restorative approach. The amount of time required to come into agreement on the answer to the question 'WHY adopt a PBiS/RJ approach' will be determined by the climate and culture of the school. Surveys, interviews, and review of data can assist the Team in gaining a deeper understanding of current staff beliefs and practices.
Given the complexity of competing approaches outlined above, it will be critical for the Team to articulate a clear rationale for adopting an instructional, restorative approach. The amount of time required to come into agreement on the answer to the question 'WHY adopt a PBiS/RJ approach' will be determined by the climate and culture of the school. Surveys, interviews, and review of data can assist the Team in gaining a deeper understanding of current staff beliefs and practices.
Procedures to Enhance the School-Wide Acknowledgement System
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.
In TFI 1.9, the Team will seek input from the school community (staff, family and students) to develop the site's School-wide Acknowledgement System. Once written, this flowchart will be included in the staff handbook and shared with families.​ Developing a flowchart clarifies how specific Proactive, Instructive and Restorative approaches and practices support the implementation of a school-wide feedback and acknowledgment system.
In TFI 1.9, the Team will seek input from the school community (staff, family and students) to develop the site's School-wide Acknowledgement System. Once written, this flowchart will be included in the staff handbook and shared with families.​ Developing a flowchart clarifies how specific Proactive, Instructive and Restorative approaches and practices support the implementation of a school-wide feedback and acknowledgment system.
This sample School-Wide Acknowledgment Policy Flowchart provides an overview of the approaches and practices staff will use to connect with students as they encourage the development of expected behaviors.
This sample School-Wide Acknowledgment Policy Flowchart provides an overview of the approaches and practices staff will use to connect with students as they encourage the development of expected behaviors.
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.
Two Types of Positive Adult Attention
Two Types 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; Provides role-model of positive social interactions; Antecedents that help establish positive relationships between staff and students; Sufficient non-contingent attention may decrease frequency of attention-seeking misbehavior.
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; Provides role-model of positive social interactions; Antecedents that help establish positive relationships between staff and students; Sufficient non-contingent attention may decrease frequency of attention-seeking misbehavior.
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 on-task behavior; Increase likelihood students will continue to use the desired behavior in the future; Students to discern correct or “right” responses from incorrect or “wrong.”
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 on-task behavior; Increase likelihood students will continue to use the desired behavior in the future; Students to discern correct or “right” responses from incorrect or “wrong.”
Good, Eller, Spangler, and Stone; Sutherland, Wehby, Copeland
Work of the Team with ALL Staff: Gain staff agreement that all staff will deliver Non-Contingent Attention to build connection and Contingent Attention to build student skills.
Work of the Team with ALL Staff: Gain staff agreement that all staff will deliver Non-Contingent Attention to build connection and Contingent Attention to build student skills.
Build Connection & Skills
Build Connection & Skills
Non-Contingent Positive Adult Attention - Approaches & Practices
Non-Contingent Positive Adult Attention - Approaches & Practices
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 Approaches: We create a positive physical and emotional setting where students are encouraged to actively engage - both socially and academically. Practices: Positive Contacts, Proximity, Active Supervision
Proactive Approaches: We create a positive physical and emotional setting where students are encouraged to actively engage - both socially and academically. Practices: Positive Contacts, Proximity, Active Supervision
Restorative Approaches: We foster a sense of belonging where everyone feels safe to build, maintain and repair relationships. Practices: Community Building Circles.
Restorative Approaches: We foster a sense of belonging where everyone feels safe to build, maintain and repair relationships. Practices: Community Building Circles.
Work of the Team with Certificated Staff: Introduce the Proactive and Restorative Approaches/Practices that support staff to deliver non-contingent attention.
Work of the Team with Certificated Staff: Introduce the Proactive and Restorative Approaches/Practices that support staff to deliver non-contingent attention.
Build Connection
Build Connection
Contingent Positive Adult Attention - Approaches & Practices
Contingent Positive Adult Attention - Approaches & Practices
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 Approaches: We equip students with the specific skills they need to be socially and academically successful. Practices: Acknowledgements
Instructive Approaches: We equip students with the specific skills they need to be socially and academically successful. Practices: Acknowledgements
Restorative Approaches: We foster a sense of belonging where everyone feels safe to build, maintain and repair relationships. Practices: Affective Statements, Community Building Circles.
Restorative Approaches: We foster a sense of belonging where everyone feels safe to build, maintain and repair relationships. Practices: Affective Statements, Community Building Circles.
Work of the Team with Certificated Staff: Introduce the Instructive and Restorative Approaches/Practices that support staff to deliver contingent attention.
Work of the Team with Certificated Staff: Introduce the Instructive and Restorative Approaches/Practices that support staff to deliver contingent attention.
Build Skills
Build Skills
School-Wide Tangible System - Contingent on Behavior
School-Wide Tangible System - Contingent on Behavior
The gray section of the flowchart is the mandatory portion of TFI 1.9. This 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 the mandatory portion of TFI 1.9. This 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.
For more infomation on how to complete this section, scroll back up to the top of this page.
For more infomation on how to complete this section, scroll back up to the top of this page.
Organizational Strategies to Promote a Positive Climate & Culture - The Fourth Approach to Teaching SEL
Organizational Strategies to Promote a Positive Climate & Culture - The Fourth Approach to Teaching SEL
The fourth level of SEL instruction/support occurs indirectly as students navigate through the school culture. In an environment where SEL skills are consistently modeled by staff while delivering Feedback and Acknowledgement, students experience what it looks-feels-sounds like to authentically recognize another for their efforts and accomplishments. When students are immersed in a culture where SEL competencies are present in every location, the likelihood of skills being internalized greatly increases.
The fourth level of SEL instruction/support occurs indirectly as students navigate through the school culture. In an environment where SEL skills are consistently modeled by staff while delivering Feedback and Acknowledgement, students experience what it looks-feels-sounds like to authentically recognize another for their efforts and accomplishments. When students are immersed in a culture where SEL competencies are present in every location, the likelihood of skills being internalized greatly increases.
For more information review the SEL in a PBIS Framework resource page.
For more information review the SEL in a PBIS Framework resource page.
The Tier 1 Climate & Culture Team, by definition, is responsible to understand the school climate and support the building of positive school-wide (cultural) practices. Involving the perspectives of the school community will be especially important as the Tier 1 Climate & Culture Team establishes SEL informed policies in TFI 1.5 & TFI 1.9. It is in the defining and responding to both "Problem Behaviors" and "Appropriate" behaviors where the majority of inequities become most apparent.
The Tier 1 Climate & Culture Team, by definition, is responsible to understand the school climate and support the building of positive school-wide (cultural) practices. Involving the perspectives of the school community will be especially important as the Tier 1 Climate & Culture Team establishes SEL informed policies in TFI 1.5 & TFI 1.9. It is in the defining and responding to both "Problem Behaviors" and "Appropriate" behaviors where the majority of inequities become most apparent.
Additional Reading and Supports
Additional Reading and Supports
2 Point:
2 Point:
Formal system for acknowledging student behavior is used by at least 90% of staff AND received by at least 50% of students.
Formal system for acknowledging student behavior is used by at least 90% of staff AND received by at least 50% of students.
1 Point:
1 Point:
Formal system is in place and ised by at least 90% of staff OR received by at least 50% of students.
Formal system is in place and ised by at least 90% of staff OR received by at least 50% of students.
0 Point:
0 Point:
No formal system for acknowledging students.
No formal system for acknowledging students.
Possible Data Sources: TFI Walkthrough Tool, Staff Handbook
Possible Data Sources: TFI Walkthrough Tool, Staff Handbook
SWSS Department: S. Johns, J. Patrick 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick
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