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Acknowledgement Systems:
School Examples
http://cenmi.org/miblsi
Schoolwide formal recognitions
• Rewards that are more public in
presentation
• More distant in time from demonstration
of behavior and presentation of reward
Special Certificates
Student of Month:
Add social component to selection criteria
Posted on Riverton
Elementary
Website
Portage Community HS Woodward Elementary
Jolman Elementary
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Schoolwide Public Feedback onFollowing Behavior Expectations
Celebrations
Loftis Elementary• December- Snacks, prizes, awards
• January- Movie and popcorn
M. L. King Elementary Celebration dance
Lincoln Park:Monthly rewards for
students earning 4
C.R.E.W. tickets in the
month.
Quick AcknowledgementsQuick Acknowledgements
Schoolwide “quick”
acknowledgements
Rewards that are quickly presented in the
presence of the behavior
Many schools use a ticket system• Tied into school
expectations
• Specific feedback on
student’s behavior
• Provides visible
acknowledge of appropriate behavior for student
• Helps to remind staff to provide
acknowledgements
!
Jose R. L.M.
Kalamazoo Central High School
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Tickets used in Raffle System
Green Meadow ElementaryCutting the Principal’s Tie
• Students receive tickets for being
Respectful, Safe, or Responsible.
• Tickets are placed in container The
principal draws a ticket and that student
gets to cut the principal's tie.
• Students receive picture of cutting the tie,
the piece of the tie they cut, and a
certificate.Raffle System
Daily Drawing
Special Lunch Seating
Invite 3 Friends
Bad Axe Intermediate
Daily Pick of
the Pride
Raffle System
0
100
200
300
400
500
600
700
800
9/20
10/4
10/1
8
11/1
11/1
5
11/2
9
12/1
3
12/2
7
1/10
1/24 2/
7
2/21 3/
7
3/21 4/
4
4/18 5/
2
5/16
Week
Tota
l Tic
kets
Giv
en
0
5
10
15
20
25
Dis
cip
line Refe
rrals
Ticket Totals Referrals Total
Relationship between acknowledging behavior
expectations and discipline referrals
(one school’s data)
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Rewards at Milwood Middle School• Locker Whiteboard w/Marker
• Gel Pen
• Gummi-Worms
• Wrist watch
• Locker mirror
• Jolly Rancher Sour Blasts
• Middle School Year Book
• Large Hershey Bar
• Basket Ball
• Homies Notebook Folder
• Colored Pencils
• Curly Noodle
• Personnel Stapler
• Pocket Organizer
• Mike and Ike Candy
• Personal Notebook
• Package of Animal Crackers
• Soft Grip Mechanical Pencils
• Lizard Pen
• Hooded Sweatshirt w/ schoollogo
Continuum of RewardsMason County Eastern Elementary
School Store Examples
Tickets used to purchase back-up rewards
Lakeview ElementaryJolman Elementary
Parkwood Upjohn
Franklin Elementary
Postcards for acknowledging behavior
Pere Marquette
Parchment
Central
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Oakview Elementary
Cooperationooperation
Assertionssertion
Responsibilityesponsibility
Empathympathy
Selfelf controlcontrol
Students wear button for demonstrating schoolwide expectations
Classroom Reward Systems
Procedures to reward entire class
Classroom Reward Systems
Holland Heights
Special Lunch Table for
Class with Most TicketsLincoln Park
Ice Cream Treat
Goal
Classroom Reward Systems
Providing
Visual
Feedback
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Bad Axe Intermediate
5 - Principal reads story
10 - First class at lunch
15 - 10 min. of extra gym time
20 - Extra recess
25 - Movie and treat
Orchard View
Early Elementary
Individual Student Reward Systems
As a component of Targeted or Intensive
Individualized Behavior Support System
Behavior Education Program:Behavior Education Program:
Daily Progress ReportsDaily Progress Reports
Staff Reward System
Procedures to encourage staff participation
and improve consistency of implementation
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Rewarding Staff Behavior
Beach staff
recognition lunch
Oakland Schools
certificate of training
Franklin staff
acknowledge each
other
Parchment Central
staff celebration
Share Data
with Staff
Sustainability
“Keeping it going” and “Doing it better”
Make it easy to use rewards
Visual reminders for staff
Tickets and pen
on lanyard
Computer
Printed stickers
Stacks of tickets
glued on edge
Apron for
tickets
Parent/Teacher
Association provided
teacher name stamps
Reward tickets and
criteria on lanyard
Write out class tickets for week,
reward when appropriate, check
whose name remains
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Getting students
involvedFive student names are selected
from mug. These students then
identify others who have
followed the school rules.
Make it easy to track
rewards
Acquiring back-
up rewards
Thank You Note
Community Sponsor
In one school, 8th grade
language arts students write
community organizations for
support of reward program
Acquiring back-up rewards
Some schools use items that students no
longer want:
• Students are asked to bring
in various items that might
be discarded but in good
shape (e.g., toys from fast
food kid’s meals)
• Other students can they
“purchase” these with the
tokens earned by following
the school rules
Institutionalized MemoryPBS Handbook: Includes reward procedures
Lincoln Park Office Scrapbook
Milwood Middle School
Central High School
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Criteria: 80% on EBS Survey and
achieved (reward system) on TIC
n = 11 n = 14 n = 31
A. Campbell
Reward AuditReward Audit
Selected BibliographySchoolwide Formal Recognitions
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a
comprehensive behavior management program to improve school-wide positive
behavior support. Education and Treatment of Children, 24(4), 448-479.
Luiselli, J. K., Putnam, R. F., Sunderland, M. (2002). Longitudinal evaluation of
behavior support intervention in a public middle school. Journal of Positive
Behavior Interventions, 4(3), 182-188.
Schoowide “Quick” Acknowledgements
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a
comprehensive behavior management program to improve school-wide positive
behavior support. Education and Treatment of Children, 24(4), 448-479.
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T.
(2001).Translating research into effective practice: The effects of a universal staff
and student intervention on indicators of discipline and school safety. Education
and Treatment of Children, 24(4), 495-511.
Classroom Reward Systems
Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing the
problem behaviors on the playground: An investigation of the application of
schoolwide positive behavior supports. Psychology in the Schools, 39(2), 181-190.
Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent
group-oriented reinforcement to enhance academic performance in general
education classrooms. School Psychology Review, 33, 384-397.
Lohrmann, S. & Talerico, J. (2004). Anchor the boat: A classwide intervention to
reduce problem behavior. Journal of Positive Behavior Interventions, 6(2), 113-
120.
Individual Student Reward System
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a
comprehensive behavior management program to improve school-wide positive
behavior support. Education and Treatment of Children, 24(4), 448-479.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to Problem Behavior
in Schools: The Behavior Education Program. New York: The Guilford Press.
Staff Reward System
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T.
(2001).Translating research into effective practice: The effects of a universal staff
and student intervention on indicators of discipline and school safety. Education
and Treatment of Children, 24(4), 495-511.
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