1.9 Feedback and Acknowledgement
Resource: Tiered Fidelity Inventory Version 2.1
1.9 Feedback and Acknowledgement
A formal system (i.e., written set of procedures for specific behavior feedback that is (a) linked to school-wide expectations and (b) used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students.
Date Sources
- TFI Walkthrough Tool
- Tally of Acknowledgement System by staff and student
Scoring Criteria
0 = No formal system for acknowledging students
1 = Formal system is in place and is used by at least 90% of staff or received by at least 50% of students
2 = Formal system for acknowledging student behavior is used by at least 90% of staff AND received by at least 50% of students
Main Idea
Students will sustain positive behavior only if there are regular strategies for continuous re-teaching and rewarding appropriate behavior. Formal systems are easier for teachers/staff to implement.
Guiding Questions
- Is there a system of acknowledgements with elements that are implemented consistently across campus?
- For elementary schools, do Pre-K and K students only receive group contingency acknowledgements and/or individual verbal praise?
- Are there a variety of methods used to reward students?
- Are acknowledgements linked to expectations and rules?
- Are acknowledgements varied to maintain student interest?
- Are ratios of acknowledgement to corrections are high?
- Are students involved in identifying/developing incentives?
- Does the system include incentives for staff/faculty?
Surface Level to meet criteria
- Are students and staff interviewed at least once per year to see if they are receiving and distributing acknowledgements?
- Are those acknowledgements linked to school-wide expectations?
- Are they distributed across school settings?
- Do at least 50% of students interviewed report receiving them?
Deeper Level for a stronger program
- School has intermittent acknowledgements and recognition of students linked to school-wide behavior expectations (weekly or monthly).
- Rationale: While immediate and high frequency acknowledgements are important students need to work towards longer term goals.
- School has long term acknowledgements and recognition of students linked to school-wide behavior expectations (quarterly, semester, yearly).
- Rationale: While immediate and high frequency acknowledgements are important students need to work towards longer term goals.
- Staff and/or administration has a system to recognize each other.
- Rationale: For a process to be fully part of the culture all stakeholders should participate.
- The school has a system to recognize parents and volunteers linked to school-wide expectations.
- Rationale: For a process to be fully part of the culture all stakeholders should participate.
Resource: How to Receive Feedback Better
Resource: 10 Ways to Give Better Feedback