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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:
Links directly to culturally responsive practices
Establishes and builds trust, rapport and cooperation with caregivers
Reduces miscommunications
Increases caregiver involvement and sense of belonging
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
At the beginning of each year and ongoing and throughout the year
When you notice signs of:
limited participation
unexpected or off-task behavior
need for increased caregiver support
miscommunication
When students report difficulties or large changes at home
When you notice changes in behavior and/or appearance
When responding to caregiver concerns
When following up with a disciplinary process
When students receive rewards and praise in school
How do I do it:
How do I do it:
Arrange for an interpreter if the caregiver(s) speaks a language that you do not.
Teachers and staff should contact caregivers regularly for both positive recognition and areas for growth
When speaking to parents in person or over the phone, use a calm, neutral, and non-threatening tone
Make a list of key points to discuss before speaking to parents and try to stick to them
Always start conversations with parents saying positive things about their child and the parent
Be sensitive and considerate
Be very aware of your body language and try to keep it neutral if meeting in person
Know when to end a discussion or seek administrative support
Know when to include an administrator in caregiver meetings
Monitor your own response
Be cautious about making assumptions
Avoid education jargon (eg: acronyms)
Set expectations, limits, and rules for discussion
Be thoughtful and considerate about when to include a student in a discussion with caregivers
Set a goal or purpose for the meeting and communicate it with caregivers
Provide parents with examples of student work and/or behavior
Problem-solve with colleagues or administrators prior to meetings if needed
Document all parent meetings, talks, and contacts with a date, time, and a summary of the interaction in synergy
Resources:
Resources:
Cultural Lens Tool - prior to engaging with caregivers about a BIPOC student, consider your responses the the included prompts.
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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