As school leaders, we are often called upon to step in when there is a problem—a student struggling with behavior, a conflict needing resolution, or a critical decision requiring immediate attention. While addressing challenges is a key part of the role, cultivating a positive school culture is equally important. A strong, positive culture improves the daily climate on campus and creates long-term benefits, including enhanced student success and higher staff retention.
Recently, I had the pleasure of meeting with Amy Sutton, Assistant Principal at Howard Norman Elementary School in Hutto ISD. Amy shared an inspiring system she’s implemented this year to promote positivity on her campus: a structured, positive referral system. This initiative celebrates students’ successes, fosters stronger relationships, reinforces their campus-wide behavior expectations, and builds a sense of pride across the school community. In this interview, Amy provides an inside look at how the system works, its impact, and the lessons she’s learned.
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Overview of Positive Office Referral Process
Natalie Long: How does the positive referral system work on your campus?
Amy Sutton: Teachers have QR codes in their classrooms. When they see something positive they want to celebrate, they scan the code, which takes them to a Google form. They input the student’s name and, if applicable, connect it to one of the “Leader in Me” habits. Then, they write a few sentences telling me what they want to recognize the student for.
I receive an email notification, and the information populates in a spreadsheet. Then, I transfer the details onto a certificate, which I deliver to the student in their classroom. I read what the teacher wrote about the student and then celebrate them with a prize from a treasure box.
For older students, we also integrate it with their classroom economy, allowing them to pick money from a “magic bag,” which is a bag of various amounts of money in their classroom economy that they can use in their classroom later. I take a photo and send it to the parents through ParentSquare, our family messaging app. This message lets the family know about the recognition and includes the teacher’s message about what the student is being recognized for.
Natalie Long: How did you introduce this system to your staff?
Amy Sutton: At a staff meeting, I presented the concept and emphasized celebrating the positive behaviors we see in students. I asked them to join me in trying this out—let’s call out the gold. I had the QR codes, Google form, and certificates ready to go. The teachers put the QR codes by their desks or doorways so that they were easy to access. Teachers were receptive, and we’ve had great participation since.
I told them we’d try it out and see how it goes- if it’s a success, we can stay with it. And if we need to make changes, we can. I asked them to go on this journey with me and see how it goes.
Learn more strategies at our Back-to-School Blueprint for a Positive School Culture training.
Impact and Findings
Natalie Long: What impact has this system had on your school?
Amy Sutton: It’s shifted the perception of my role. Before, when I would come into the room, students would wonder, “Oh, who’s in trouble?” Now, when I walk into classrooms, students are excited, wondering who’s being recognized.
I’ve also noticed that teachers are more focused on noticing positive behaviors, contributing to fewer negative office referrals. Parents have responded enthusiastically, often sharing how meaningful the recognition is for their children. That’s probably my favorite part of this all, seeing how proud the students and parents are when they are recognized.
Since we started, I’ve noticed a decline in our negative referrals. I’ve also noticed that we have more positive referrals each month.
Natalie Long: Have you noticed any patterns in how often referrals are submitted?
Amy Sutton: It’s random, though some teachers are more consistent. Initially, I encouraged everyone to submit at least one weekly referral, but that hasn’t been fully adopted. Teacher participation varies- it was highly encouraged, but we didn’t set it as an expectation. I asked them to try to do one positive referral each week.
I also celebrate when teachers who haven’t submitted before start participating. Teachers write positive referrals, and I enter their names into a drawing for a small gift card, which motivates them to participate. It’s just a little incentive and appreciation because it’s one more thing on their plate.
I’ve seen more and more teachers trying it. In the first month, I had approximately 25 positive referrals. Then, the next month, we had almost 75 more referrals that month. We’re in the second week of our third month, and we already have about 60 referrals for this month.
Positive Office Referrals Logistics
Natalie Long: How much time does this take you?
Amy Sutton: It varies. Some days, I get one or two referrals; others, up to eight. I aim to complete them within a day or two, but it depends on my schedule. If I fall behind, I’ll write the certificates in the evening to prepare for the next day.
Natalie Long: When, where, and how do you make the class visits to celebrate the student?
Amy Sutton: I try to get to the students as soon as possible, but I can’t always get to them within the day or the next day. So I remind the student about what happened, for example, “Ms. So-and-So wrote this on Thursday. Do you remember when this happened?” The student remembers, and then I celebrate with them, give them their certificate, let them choose their prize, and take their picture.
I try to do it at times when it doesn’t interrupt the student learning time, so I’ll go in the morning or as we get closer to dismissal time.
Future Refinements and Wonderings
Natalie Long: Have you faced any challenges?
Amy Sutton: Time is the biggest challenge, especially on busy days. I’ve considered designating one day a week to complete all referrals or involving others in writing the certificates. I’m still thinking of ways to share the work or streamline some of the process.
Natalie Long: What improvements or next steps are you planning?
Amy Sutton: I’ve already noticed a trend in the data with a decline in negative referrals, especially for the teachers who have been actively recommending students for positive referrals. I’d like to analyze the data further by looking at grade-level trends, student demographics, and the balance between positive and negative referrals. I plan to share this data with teachers to encourage equitable recognition.
I also want to find a way to share the positive feedback from the families to the teacher. Because oftentimes, the families give praise to the teachers. I want to find a way to turn that around to the teachers to share, “Look at what so-and-so’s mom said!” I want to share that with the teacher because it has also been cool to hear the family’s feedback.
Advice to Leaders When Beginning Positive Office Referrals
Natalie Long: What advice would you give someone hesitant about implementing a similar system?
Amy Sutton: Start small and involve your team to share the workload. Even if it seems daunting, its positivity to the school community makes it worthwhile.
Building a positive school culture requires intention, commitment, and creative strategies. As Amy Sutton shared, implementing a positive office referral system highlights the power of recognizing and celebrating positive student behaviors. This approach reinforces desired behaviors and shifts perceptions, building a stronger sense of community and fostering pride among students, staff, and families.
As you consider ways to praise the greatness in your school community, remember that even small actions can create meaningful change, whether acknowledging a student’s efforts or celebrating a teacher’s dedication; fostering a culture of positivity builds momentum for continuous growth. Embrace the power of praise and watch it transform your school into a thriving, connected community where everyone feels seen, valued, and inspired to succeed.
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Natalie is an Educator Evaluation and Leadership Administrative Specialist at ESC Region 13.
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