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Strategy Descriptions with Corresponding Progress Monitoring Options
Strategy Descriptions with Corresponding Progress Monitoring Options
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Tier 1 Universal Instructional Strategies to Support Desired Behaviors in the Classroom
Tier 1 Universal Instructional Strategies to Support Desired Behaviors in the Classroom
Classroom Engagement Strategies (Kagan)
Capturing Kids Hearts or PAX
Positive Behavior Instructional Supports (PBIS)
PBIS is a proactive approach that schools use to improve school safety and promote positive behavior. ... Students learn expected behaviors for each school setting through explicit instruction and opportunities to practice and receive feedback. Stepping in early can prevent more serious behavior problems.
Second Step Curriculum
A holistic approach to building supportive communities for every child through social-emotional learning.
Restorative Practice Approach (RJ)
Restorative practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim.
Bully Prevention (BPEG)
The Colorado School Bullying Prevention and Education Grant Program (BPEG) is authorized by C.R.S. 22-93-101 to provide funding to reduce the frequency of bullying incidents. This includes:
Implementing evidence-based bullying prevention practices with fidelity;
Family and community involvement in school bullying prevention strategies; and
Adopting specific policies concerning bullying education and prevention.
Classroom Expectations-teach, reinforce, post in classroom
In classrooms with clear and consistent behavior expectations: Students know and understand what's expected of them, which gives them confidence. Students monitor themselves and take more responsibility for their behavior — and their learning. ... Students gain a sense of safety and security.
Implement Structured Classroom Management Processes and Procedures
Classroom management strategies help create an organized classroom environment that's conducive to teaching. Kids know the expectations in different types of learning situations. For example, kids would know that when working in small groups, they talk in quiet voices and take turns talking.
Calming Corner
A Classroom Calming Corner is a quiet area of the room equipped with soft furnishings and soothing materials to help a student de-escalate when upset.
Monitor Attendance
Research has shown that regular attendance and academic achievement are closely linked, and many universities find that monitoring student attendance allows them to identify students who need support at an early stage and put in place measures to help them continue their studies.
Teacher Proximity
Proximity during instruction is a term used to describe a teacher's nearness to his or her students during a lesson. Appropriate proximity during instruction leads to better classroom management, student engagement, and progress monitoring.
Reteaching of Desired Behaviors
Reteaching behavior expectations helps to get everyone focused again. It's important to make re-teaching positive and to convey your firm belief that students can improve.
Provide Preferential Seating
Preferential seating means that a student's seat is placed in a location that is most beneficial for his/her learning in the classroom. ... A student with a hearing impairment might need a seat closer to the teacher in order to better hear the teacher's voice.
Provide Frequent Pre-Corrections and Prompts
Pre-corrections and prompts are preventative. They take place before students have a chance to fail at what's expected of them. This prevention is especially important for students who learn and think differently since they tend to experience failure more often than their classmates.
Teacher uses I Messages to Express Feelings
Using an “I” Message is a way to express your own needs, expectations, problems, feelings or concerns to your students in a respectful way that does not attack them.
Parent Communication
When successful communication occurs, parents will become more engaged and involved in class and school wide events. Strong parent-teacher communication improves academic performance in children and provides a great feeling of community.
Tier 2 Interventions to Teach and Promote Desired Behaviors
Tier 2 Interventions to Teach and Promote Desired Behaviors
Utilize School-Based Behavior Plan
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teach and reinforce desired behaviors. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Complete Student Behavior Profile
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teacher designs and delivers intervention based on findings from behavior profile. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Complete Student Behavior Observation Check Sheets
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teacher designs and delivers intervention based on findings from behavior checklist. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Complete Student Strength Assessment and Teach to Student Strengths
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teacher designs and delivers intervention based on findings from Strength Assessment. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Perform an Informal Needs Assessment and Teach to Need (relationship building, coping, relaxing, conflict resolution)
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teacher designs and delivers intervention based on need. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Assign Check in/Check out (CICO)
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teacher designs and delivers intervention based on findings from behavior profile. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Check In/Check Out Notes/Enter Raw Score
Complete Behavior Contract with Goals
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teacher designs and delivers intervention and student is held accountable through contract. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Complete Attendance Contract with Goals
Attendance Contract Goal Type: Expected number of days of attendance/timeframe PM Type: Attendance Record Score Type: Raw Score
Assign student to Group Counseling
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Group counseling focuses on specific goals designed around student need. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Assign Student to Individual Counseling
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Individual counseling focuses on specific goals designed around student need. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Provide Non-Verbal Gestures and Cues
Your nonverbal communication cues—the way you listen, look, move, and react—tell the person you're communicating with whether or not you care, if you're being truthful, and how well you're listening. When your nonverbal signals match up with the words you're saying, they increase trust, clarity, and rapport.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Use of nonverbal communications during instruction and interactions. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Provide Visual Schedule and Visual Supports
Visual schedules assist with comprehension, providing another channel for learning, and are easily accessible should a student need to be reminded of the day's events. .Visual schedules are also an important tool in reducing anxiety in students with ASD, while teaching flexibility.
Visual supports are used with children who have autism spectrum disorders (ASD) for two main purposes. They help the teacher communicate better with the student, and they help the student communicate better with others.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Use of visuals throughout day and monitor student progress toward meeting behavioral goals.
Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Empower Student by Offering Choices
Giving students a choice allows them to take ownership of their learning as well as create a product that feels authentic to them. ... Since e-portfolios offer a way for students to show authentic learning, they allow students to exhibit their individual growth through their academic experiences.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Offering student choices throughout day. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Offer built-in rewards
Provide students with an incentive to work hard and exercise self-discipline, and then give a pay-off when they do.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Use of rewards to promote desired behavior. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Teach Organizational Skills
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teach student how to organize schedule, time, space, belongings. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Arrange for Peer Mentoring
Peer mentoring is traditionally a one-to-one nonjudgemental relationship in which an individual (mentor) voluntarily gives time to support and encourage another (mentee). Peer mentors provide advice and guidance while acting as a positive role model for younger people who require their support.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Structure peer mentoring to address specific student goals. Monitor progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Provide Sensory Scaffolds
Sensory scaffolds allow students to use their senses to understand abstract concepts or learn new ideas. For most students, using visuals and manipulatives are effective forms of sensory scaffolding because images and gestures contain meaning without a dependence on language.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Provide sensory scaffolds and monitor student progress toward meeting behavioral goals.
Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Provide Stuctured Breaks
In the classroom, brain breaks are quick, structured breaks using physical movement, mindfulness exercises, or sensory activities. Brain breaks can be done individually (like deep breathing) or as a whole class (like a round of Simon Says).
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Provide structured breaks and monitor student progress toward meeting behavioral goals.
Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Arrange for Flexible Seating
Flexible seating is the practice of allowing and providing many seating options for students. This means having different types of seats like yoga balls, chairs, couches, stools, etc. Flexible seating works similar to fidget toys and allow students to fidget by bouncing on a ball, standing, balancing on a wobble chair.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Provide flexible seating and monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Implement Zones of Regulation
The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Teach Zones of Regulation and monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Perform a Functional Behavior Analysis (FBA)
An FBA is an approach to figuring out why a student acts a certain way. It uses different methods to understand what's behind behavior challenges. The basic idea is that a student's behavior serves a purpose. Whether they know it or not, kids act in certain ways for a reason.
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Use data from FBA to design and deliver behavioral intervention. Monitor student progress toward meeting behavioral goals.
Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Tier 3 Interventions to Teach and Promote Desired Behaviors
Tier 3 Interventions to Teach and Promote Desired Behaviors
Provide Alternatives to Suspension
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Provide alternatives to suspension. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Referral to Tier 2 Behavior Support with Behavior Specialist
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Behavioral Specialists supports teacher and student in designing and implementing intervention specific to behavioral goals. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
School Social Worker Referral
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Social Worker designs and implements intervention specific to behavioral goals. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Collaborate with Student's Physician and Mental Health Service Providers
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Health Care Workers provide information and support to develop intervention based on student's behavioral goals. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
ISST Referral with Hilltop
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Hilltop professionals provide information and support to develop intervention based on student's behavioral goals. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Crisis Prevention Intervention (CPI)
1) Goal Type: Expected behavior and realistic amount of occurrences of desired behavior within a documented timeframe.
2) Instruction: Crisis Prevention Team provides information and support to develop intervention based on student's behavioral goals. Monitor student progress toward meeting behavioral goals.
3) Progress Monitor Options:
Measuring student behavior and enter raw score
On/Off task behavior and enter percentage score
Frequency of desired behavior and enter frequency of incidents
Teacher observation/checklist and enter raw score
Daily Running Records on Progress Monitoring Form and enter raw score from form
Forms to be completed and included in MTSS Website
Forms to be completed and included in MTSS Website
Student Behavior Profile
Student Strength Assessment
Student Behavior Check Sheet
Progress Monitor Form
CICO Form
Student Self-Monitoring Form
Behavior Contract
Goal Setting Form
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