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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:
Acknowledges positive behavior and/or academic growth
Provides parents with direct & accurate information on child’s school behaviors
Builds rapport, trust, and open dialogue between school and home
Provides an opportunity to take a small behavioral or academic gain and create more significant momentum
Boosts student self-esteem and self-confidence
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 has exhibited improvement in behavior or academics
When a student has been helpful, kind, creative, etc.
When a student meets a daily, weekly, monthly goal, either academic or behavioral
When even a small success has been achieved
How do I do it:
How do I do it:
Describe the positive behavior or academic success clearly and with detail
Ask the parent for their input and ideas to get them involved
Have the child’s grades, behavior records, and the specific data ready in front of you when you call
Alternative Methods:
When students have a good rapport with a staff person, you may send a positive note or phone call to that staff person about the student’s accomplishment. The staff person you contact can then help to praise and encourage the student, creating good momentum.
Consider including the positive note more frequently for student's who respond well.
Resource Links:
Resource Links:
Cultural Lens Tool - prior to engaging with caregivers, consider your responses the the included prompts.
Collaborate with Culturally Specific Family Engagement partners as needed
PPS Multilingual Phone Service for families
Language Access site for staff
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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