Behavior

Tier 1

When teams begin the work of defining Core behavior practices, the primary focus should be around the adult routines that contribute to strong classroom management and promote positive student behavior. This tool and its linked resources can be utilized by teams as an outline to begin this work. Core Behavior Practices

Before considering additional behavior, social-emotional universal screening data, complete this self-check. Have we:

• Defined school wide and classroom expectations, rules and routines?

• Defined minor and major problem behavior?

• Defined core behavior, social-emotional teaching plan (explicit instruction and curriculum)?

• Problem-solved on a monthly basis with discipline data (Office and Classroom Managed)?

• Defined system of supports for students with behavioral, social-emotional needs (including two-way family communication)?

Tier 2

According to the GCPS Student Code of Conduct, students with more than two office discipline referrals must have a Behavior Intervention Plan.

Before planning the system of interventions, the team should look for the presence of all of the following in order to form a solid foundation of support for all:

• Staff commitment to managing behavior

• Universal attendance policies that positively impact school attendance

• Fidelity of Tier One/Core/Universal support implementation

• Clearly defined and communicated expectations and rules

• Clearly defined consequences for unwanted behavior

• System of instruction for teaching students desired behaviors

• Procedures for acknowledging appropriate behavior and good attendance/improved attendance

Teams can use these resources to begin developing their standard treatment protocol for behavior.

• Behavior Intervention Matching Flowchart

• Video explaining how to use the Behavior Intervention Matching Flowchart

• Behavior, Social-Emotional, Attendance Intervention Protocol Planning, Selection, and Design Guide