Tier 1 supports serve as the foundation for behavior and academics. These universal supports are provided to all students. For most students, the core program gives them what they need to be successful and to prevent future problems.
How to Infuse CR into Your Classroom...
Get to know your students and let them get to know you:
Strengths
Interests
Funds of Background Knowledge
Culture and Cultural Values
Language
Create a Partnership with Families
Create a supportive and caring classroom environment.
Look for ways to increase and support rigor and relevance.
Value students' native language
Provide multicultural visuals and realia supports in lessons
Display student work with relevant feedback
Encourage student collaboration and creativity
Use grade level curriculum, but allow for scaffolding and differentiating in lessons to meet diverse learner needs
Keep Learning!
Evidence Based Classroom Practices
Supporting and Responding to Behavior.pdfAn increased likelihood of positive child or student outcomes
Increased accountability because there are data to back up the selection of a practice or program, which in turn facilitates support from administrators, parents, and others
Less wasted time and fewer wasted resources because educators start off with an effective practice or program and are not forced to find one that works through trial and error
An increased likelihood of being responsive to learners’ needs
A greater likelihood of convincing students to try it because there is evidence that it works
The physical layout of the classroom is designed to be effective.
Layout of the classroom is such that facilitates most typical instructional activities (e.g., small group, whole group, learning centers)
Furniture is arranged to allow for smooth teacher and student movement
Instructional materials are neat, orderly, & ready for use
Materials that support critical learning content and learning strategies are visible and accessible (e.g., word walls, steps for writing process, math formulas)
Daily schedules are posted in a consistent location or embedded digitally
Students have access to resources to support their learning
Predictable classroom routines are developed and taught.
Predictable patterns and activities are used
Classroom routines and procedures are taught directly (i.e., lesson plans, school schedule, school PBIS handbook)
Students are given prompts and pre-corrections to successfully follow classroom routines & procedures
Students are recognized when they successfully follow classroom routines & procedures
Students are encouraged to use self-management skills
Use of student-guided schedules and routines
Provide high rates of opportunities for all students to respond
Opportunities to Respond (OTRs) are varied and may include individual or small-group questioning, choral responding, and nonverbal responses
Technology tools such as chat, polling of students, web-based emoji responses, Jamboard, Flipgrid are utilized to ensure a high rate of Opportunities to Respond
OTR’s occur at high rates:
4-6 responses per minute w/ 80% accuracy for new material
8-12 responses per minute w/ 90% accuracy for review of previously learned material
Post, define, and teach 3-5 positive classroom expectations
Classroom expectations are posted, referred to, and are consistent with School-wide expectations
Classroom expectations are taught and re-taught as needed
Scanning: Visual and auditory sweep of the setting
Utilize “Greet at the door” strategy by greeting students as they enter while using their name during the greeting
Moving: Continuous movement and use of proximity to students exhibiting problem behavior
Interacting: Regular positive contact, use of student name
Use of behavior-specific praise (BSP) contingent upon the occurrence of expected behavior
Use of 5:1 ratio of BSP statements
Use of a formal acknowledgment system where students earn privileges for expected behavior
Teacher-student relationships can promote school success in the following ways:
Strengthens academic achievement
Reduces chronic absenteeism
Promotes self-motivation
Strengthens self-regulation
Improves goal-making skills
Improves self-esteem
Starting class by greeting your students at the door helps set a positive tone for the rest of the day, promoting their sense of belonging, boosting their academic engagement, and reducing disruptive behavior.
When greeting students at your door:
Say the student’s name
Make eye contact
Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up
Give a few words of encouragement
Ask how their day is going
Strategies that a teacher uses and implements to promote social-emotional well being and to prevent misbehavior and conflict with students
Planned teaching of behavioral expectations in context and location
Behavior Specific Praise & the 3 Step Praise Statement
5 to 1
2 X 10
Use of Pre-Corrections
Use of Reinforcers
Utilizing Class Community Activities
Planned Teaching is a formal lesson where you are teaching, modeling, practicing, and reminding students in advance of the skills or procedures they need to be successful.
Teach in context and in location
Introduce Skill or Procedure
Model
Practice
Acknowledge
Re-Teach
Step 1: Acknowledge the Student
State Student’s Name and Encouragement Phrase
Example- “Marco, Thank you for/Good Job”
Step 2: Identify the Behavioral Expectation
Example- “Being Respectful/Being Safe/Acting Responsibly”
Step 3: Explain the specific behavior being displayed
Example- “Raising your hand /Using kind language/ Being on time/Completing your assignments/Complimenting a classmate”
Marco, Thank you for acting responsibly by completing your assignment on time and turning it in.
Strive to achieve a five to one ratio of positive reinforcement for appropriate behavior for each instance where you provide corrective feedback for problem behavior.
Spend 2 minutes per day for 10 days in a row talking with an at-risk student about anything she or he wants to talk about.
Acknowledge students using the 3-step praise statement along with a site ticket.
Students exchange PBIS tickets for experiences, events, and tangible items.
Social Gamification
Sensory Privileges
Materials/Tangibles
Pre-Correction is a brief reminder to a student or students. Done just before you want students to use a skill or procedure.
Examples:
“If you have questions, remember to Get My Attention
appropriately”
“Using your ‘level 2’ voices, go ahead and share your
answer with your neighbor”
“I have some feedback to give you on your work. Remember to accept the feedback, by saying ‘okay’, and staying calm.”
Positively providing corrective feedback to address disruptive/ inappropriate behavior while teaching the student how to correctly complete the task or request.
Pairing a behaviorally specific description of the inappropriate behavior with a behaviorally specific description of an appropriate replacement behavior.
Brief
Specific
One behavior at a time
Most overt behavior first
Positive- don’t describe the absence of behavior
Examples: “Right now you’re pacing; a better choice would be to stand still.”
“Instead of yelling, try lowering your voice so we can keep this between you and I.”
It is a statement that shares the reality of the situation and what the student may or may not be able to do as a result.
Brief
Specific
Focus on the undesirable activity and what can happen as a result of shifting the behavior and cooperating
Examples: "The sooner you finish the assignment,
the more likely you will go to Break on time.”
“You want to play video games, and you are procrastinating on your work. Once you complete the given work, the more likely you will be able to play video games this afternoon”
De-escalation Strategies
SPECIFIC PRAISE (3 STEP)
Point out something that the student is doing correctly.
"You're doing a great job of staying seated and staying safe."
EMPATHY
Demonstrate fairness and concern for students and their feelings.
"It can be hard to work with a group sometimes."
MINDFULNESS
Decreases stress and anxiety, increases attention, improves relationships, assists with emotion regulation
COOL DOWN/SAFE SPACE
Safe spaces are places where children can go to calm down, be alone, and recharge so they are ready to learn and rejoin the group.
The PUSD Virtual Calming Room was created for you as a place to explore, enjoy, and learn new techniques for managing your emotions. It is just one of the many ways we are here to support you.
