Positive Behavior Intervention Screen Shot 2015-09-08 at 2.25.20 PM (Tier…
Positive Behavior Intervention
Tier 1: Universal behavior expectations for the whole school.
This tier should
- be culturally responsive
- be recognized school-wide
- include social & emotional education.
Tier 1 is effective for about 80% of students at school.
Tier 2: Strategies at the classroom or small group level.
This tier should
- include classroom behavior checks
- support social skills learning
- include daily check-ins with adults.
Tier 2 is effective for about 15% of students who are not reached through Tier 1.
Tier 3: This is targeted and intensive intervention for learning disruptions.
This tier should
- include individual behavior intervention
- be aligned with Tier 2 and Tier 1 supports, but on a more individual and intensive basis
- be based explicitly on the individual needs of a particular student
- be respectful of the students background and needs.
Tier 3 is necessary for about 5% of students when Tier 2 and Tier 1 supports are ineffective.
Case 1: Aiden
This student demonstrated trouble with impulse control on a regular basis. He calls out during whole group lesson, puts his hands on the people near him, flails his arms when walking, and plays rough with others. Other students generally do not like to be around this student as a result of his behavior.
Case 2: Eason
This student responds emotionally to every situation. He has two general responses, shut down completely, or remove cloths then shut down completely. This student does not follow directions, does not believe expectations apply to hime, and does not understand logic or routine. He responds with his emotions above all else.
Tier 1 Intervention
Tier 2 Intervention
Tier 3 Intervention
1. Track positive behavior
Eason tends to ignore directions and avoid participating in group activities and games. Having a chart to track his involvement can illustrate growth for himself, teachers, and parents.
Goals can be set and achieved. Eason can see his improvement over time.
A sticker chart for a selected behavior (i.e. followed directions the first time, participated in a whole group activity, etc.)
The information gathered from the sticker chart will be shared with parents and other stakeholders. This can show positive growth over time.
2. Time Out
Eason can use an hour glass or a small timer to track two or three minutes. He can use these few minutes to gather his emotions or sit out of a group activity before meeting the expectations.
3. Refer to Counselor
There have been times in the class when Eason shuts down and will not listen to anyone. This is especially difficult for me because he is an ELL. On a good day, our communication is limited. Bringing in a third party to communicate with Eason might help him open up.
1. Cool Down Corner
As a teacher, I can provide a safe space in the classroom where Eason can go to regain control of his emotions.
Items in the cool down corner can involve:
2. Lesson on Social & Emotional Skills
Explicit lessons in the classroom about different emotions can help Eason (and other students) recognize and name their difficult emotions.
This book talks about emotions through colors and specific scenarios. This book and lesson will benefit every student in the class.
3. Daily Check In
The lead and co-lead teachers can check in with Eason at the beginning and end of the day.
Questions can include:
- How are you feeling today?
- Has anything good happened today?
- What what hard for you to do today?
- Did you try anything new today (regarding emotions)?
Teachers will keep track of Eason's responses. This can be combined with anecdotal evidence of his emotional behavior throughout the day. This information will be shard with parents and other stakeholders.
1. School Wide Expectations: We follow directions
This is an expectation in the whole school. Students are expected to listen to the teacher and follow directions. Reminding the class that we follow directions does not call out Eason in particular for not following directions. It is a simple and general reminder of a school wide expectation.
2. Sentence Starters for Emotions
Providing a resource in the classroom for Eason to refer to when his emotions feel out of his control.
Have the resources easy to see and access in the school for every student to utilize.