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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:
Some directions may have many steps
Makes larger tasks look more manageable and feasible
Prevents students from becoming discouraged from too many directions
Helps students focus on one direction at a time
Helps students to pace themselves and complete one direction 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 students would benefit from additional structure and/or organizational support
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 a student has demonstrated a pattern of misreading/not following directions
When a student benefits from frequent feedback to complete work
How do I do it:
How do I do it:
You might re-read directions to the student one part, section, or task at a time. The student completes that one section and comes back to hear the next task's directions.
You might read one section's directions with the student and have them repeat and explain each step of the directions back to you. Point to what you're talking about on the page as you read directions.
You might provide visual scaffolding. Examples might include: Each step of the directions written on a separate post-it note, providing student with a checklist of directions, pictures of each step of the directions, etc.
Additional Considerations:
Simplify your language to be concise and clear
Offer a break after student completes a portion of the work
After explaining the directions fully, do one or several problems or items with the student
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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