The Comprehensive Behavioral Support Plan is a proactive planning document and a foundational piece that directly impacts the climate and culture of a school. A school behavior support plan should include not only procedures and processes, but how behavior expectations are developed, taught, and reinforced. Follow this link for more information.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. Check out PBIS.org for more information.

Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.

Schools can teach these important skills by:

•Conducting community gatherings Teaching SEL Curriculum with Fidelity (Second Step or School Connect)

•Adult modeling of SEL Competencies

•Using SEL Language

•Implementing Restorative Practices

•Implementing Peace Corners

•Scheduling Circles

Complete an MTSS Behavior Screener each 9 weeks to identify students with 3 or more behavior incidents and then utilize the MTSS Behavior Flowchart to determine next steps for supporting each student that was identified. View instructions for completing the screener and the flowchart here.

Group contingencies are reward systems in which all children earn tokens for engaging in target behaviors, and work together toward a group goal. When the group has collectively earned enough tokens to reach the group goal, they then trade their tokens in for a group-wide reinforcer.

Purpose: To increase on-task behavior and reduce inappropriate behavior and disruptive behavior with team or group based contingencies.

Developmental Level: Appropriate for all grade levels but may be applied in different ways based on the needs of the students in the classroom. For instance, middle and high school students may prefer different reinforcers and types of tokens than elementary students.

Materials/Supplies: Chart displaying the essential agreements, members of team/group, and tokens earned.

Teaching/Re-Teaching: During community gatherings discuss the classroom essential agreements that were not displayed. Assist students by demonstrating ways to display these behavior expectations in the classroom, hallway, etc. Allow students to role play the appropriate behaviors and to understand what the behavior feels and looks like when rehearsed.

A Classroom token Economy uses a form of currency or token to monitor and provide feedback regarding behavioral expectations. Tokens are valuable because they are attached to a reward or reinforcer. Students can exchange their tokens for various reinforcers.

Purpose: To increase on-task behavior and reduce inappropriate behavior and disruptive behavior with individual reinforcement contingencies.

Developmental Level: Appropriate for all grade levels but may be applied in different ways based on the needs of the students in the classroom. For instance, middle and high school students may prefer different reinforcers and types of tokens than elementary students.

Materials: Token and reinforcers and/or rewards based upon developmental levels of students.

Teaching/Re-Teaching: Rank order top behaviors or competencies in which tokens were not earned. Designate time during the community gathering to discuss goals and ways to exhibit the SEL Competencies.

Maladaptive social skills maybe an indication of an acquisition deficit, performance deficit or both. Setting aside time to teach the skill and practice are important for students to add the skill to their behavioral repertoire.

Purpose: Social Skills Instruction teaches students appropriate interpersonal communication skills, self-discipline, and problem-solving skills. It combines several strategies to prevent and replace problem behaviors, and increase skills and behaviors leading to social competence.

Developmental Level: Appropriate for all grade levels but may be applied in different ways based on the needs of the students in the classroom. For instance, middle and high schoolers will learn different skills using more advanced methods than elementary students.

Materials: Social Skills Curriculum or topic with steps for teaching the social skill.

Reteaching/Teaching: Allow students to role play the skills during community gatherings or ask to report when skill was implemented by classmate or student. Discuss the outcome of implementing appropriate social skills.

Screening Tools can be used by teachers, administrators, MTSS Specialists, and other related personnel to ensure fidelity of Tier I support. This should be done on a regular basis but especially anytime multiple students in one classroom are struggling with behavior difficulties.

STOIC Checklist

Positive Classroom Environment Checklist

1.Provide empathy and reassurance to the student.

2.Work with the student to define the problem.

3.Collaborate with the student to solve the problem and redirect them back to the current task.

Remember to:

Ignore behaviors that are minimally disruptive/attention-seeking.

Avoid power struggles.

Use "start" language (tell the student what to do instead of what not to do).

Provide choices if possible.

Implement verbal de-escalation with students in crisis.

Teachers may also need professional learning opportunities to de-escalate behaviors such as Mindset Training. The Mindset Training covers de-escalation and physical management.

Register for Mindset