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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:
Improves organization
Increases on task behavior
Increases work production
Supports students in tracking assignments and completion
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 student's space is disorganized
When there is a pattern of student work being misplaced or not turned in
To promote efficiency
When students would benefit from additional structure and/or organizational support
How do I do it:
How do I do it:
Provide a different colored folder for each subject with one side for work in progress and one for completed work
Explicitly teach students what to do with the folders and how to use them
Have a student, a select group of students, or your entire class organize folders regularly
Consider a class-wide folder system
Resource Link:
Resource Link:
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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