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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:
Provides students with small, frequent, attainable goals
Makes larger tasks look more manageable and feasible
Prevents students from becoming discouraged at the quantity of work before they begin
Helps students focus on the item or problem at hand
Increases engagement, effort, and focus
Helps students learn to pace themselves and take assignments one part at a time
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
When a student shows signs of being overwhelmed, unfocused, unsure, or disinterested
When a student is reluctant to begin, sustain, or complete work
When an assignment is longer, more complex, or has many parts or sections
When an assignment will span across days, weeks, or any other prolonged period
When students struggle to organize their thoughts
How do I do it:
How do I do it:
Separate the assignment into sections that are manageable for the student.
Determine what parts of the assignment might be hardest/easiest for student. Have them choose to do the easy items or the hard items first, whichever they prefer.
You may want to take a blank sheet of paper (or sticky note) and cover up excess assignment items.
You might circle the questions the student might answer first.
Teach the student the process to move on to the next section.
You may teach them to move the blank paper down to reveal the next section of assignment.
You might have the student quickly check-in with the teacher before moving on.
Consider placing one or two problems per page. When the student completes a page, they walk up to place it in a tray or folder and retrieve the next page. They continue in this manner until the assignment is complete.
Have students lump items, for example writing down questions five at a time and completing them, then moving on to the next five, etc.
Additional Considerations:
Allow a break or small reward after student completes a portion of the work
Have students verbally repeat back the parts of an assignment or task you would like them to work on
Create a song or rap to go along with how to break down certain tasks or how to approach certain problems
Use visuals and/or find translations of home language to support cultural and linguistic diversity
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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