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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 a separate place for assignments and class material
Provide support for attention, organization, and time management
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 other organizational systems are not providing adequate support
When a student's space is disorganized and it is impacting their ability to engage in learning
When there is a pattern of student work being lost or not turned in
To support transitions
To supports students exhibiting signs of anxiety
How do I do it:
How do I do it:
PLEASE NOTE: Teachers should only consider this support if the student is interested in participating. Moving a student's belongings without their partnership can be very unsettling and can lead to a feeling of mistrust.
Talk with the student about what you have noticed. Ask how they feel about how their things are organized. If they are interested in support with organization, move forward with this intervention.
Obtain a container (milk crate, box, plastic bin, etc.) and place the student’s materials in it separated into subject areas
Evaluate the system with the student on a regular basis
Provide positive feedback when student can use the tool effectively
Provide encouragement as the student learns to use the system
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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