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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:
Promotes organization of assignments and schedule
Promotes responsibility and time management
Provides students with structure
Teaches students how to prioritize tasks
Promotes student ownership of learning
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 students would benefit from additional structure and/or organizational support
When student's space is disorganized
To support transitions
To support students who seem anxious or confused about their responsibilities
How do I do it:
How do I do it:
Consider implementing a class-wide planner system in which using it is a routine
Provide daily planner in a format of your choosing
Explicitly teach students what to do with the planners and how to use them
Create a system for regularly checking student planner
With multiple teachers, collaborate to ensure student use of planner
You may consider having caregiver sign the planner to engage the caregiver in the strategy
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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