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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 predictability to decrease anxiety, frustration, and worry
Provides students with organization and structure
Provides a regular schedule and point by point map to follow or check-off
Increases work production and engagement
Improves focus and attention
Teaches students how to manage time and resources and improve skills in organization
Increases students’ independence and responsibility
Helps visual learners
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 gets off task easily, is easily frustrated, or is anxious about the school day
When a student demonstrates confusion
When a student has difficulty managing time and completing assignments
When a student struggles to stay motivated and demonstrates low participation
When a student would benefit from increased structural, organizational, or decision making supports
When a student struggles with unstructured time or difficulty with transitions
How do I do it:
How do I do it:
Post your schedule on the board daily, crossing off events as they occur.
Provide the student needing additional support with an individual schedule on their desk daily, having them cross off events as they occur.
Ask students what is next in the routine and remind them when a period is ending soon with positive, private check-ins.
Consider adding a timer for each topic, providing student with a time frame for each subject.
Visual schedules can vary a great deal and may be more or less complex. Some options for creating a schedule are below:
A routine wheel can be utilized whereby the days routine is represented on pie sections of the wheel, and a spinning arm in the center is turned to point to the current event or task in the routine.
Colors, shapes, and other similar visual organizers can be used to symbolize the various parts of the routine, for example, yellow card is ELA period, red card is math period, etc
Use pictures, images, and graphics to represent periods of the day, subjects, tasks, transitions, etc.
You may write descriptions below or beside each image.
Some schedules may have movable images and graphic or visual elements that can be moved from a “to do” side to a “done” side
Other schedules may be more static without moving visual elements, but instead be laminated so a dry erase marker can be used on them to check each task or period off, or a page that is copied with a new schedule to write on each day.
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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