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Behavior is communication. Unexpected behavior tells us that the classroom conditions are not yet aligned with the student's needs. Tier I supports are intended to create the conditions needed for each student to feel a sense of belonging, agency and identity so that they will thrive in the classroom setting. Punitive responses to behavior are misaligned with this goal. Tier I supports are asset-based and intended to support students in gaining strategies that they can generalize across the school setting to positively impact their experience when needed.
Why should I do it:
Why should I do it:
Providing options enhances students' sense of autonomy
Students learn in various ways and modes; providing options meets the needs of more learners
Choices may increase student engagement
When should I do it:
When should I do it:
Adult Considerations
When I have reflected on the following questions and have modified my own behavior/expectations when needed:
Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?
Were our classroom expectations created in community? Do they reflect the values of the students and their families?
Is my personal bias impacting the way that I view this behavior?
Am I regulated and able to respond to the student in a calm, supportive manner?
Student Considerations
Regularly throughout the day for all learners
When a student is struggling to engage with completion modes already offered
When a student has a 504 Plan or IEP that requires specific completion options
When a student has shown a pattern of learning that aligns with a particular mode of completion that was not originally offered
How do I do it:
How do I do it:
There are numerous alternative modes of assignment completion. Some examples include:
Verbally giving answers
Drawing a picture, graphic, or diagram
Using a computer to type out an assignment
Putting answers on index cards
Acting out assignment
Making a small comic book out of assignment
Having the student do a demonstration or experiment
Recording a verbal responses on computer mic
Doing homework in Power Point
Making the assignment into a song, poem or rap
Footnote:
The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.
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