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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:
Helps students to focus on the task rather than the amount of work to be done
Increases incentive to engage
Increases students’ sense of accomplishment and success
Makes goals more attainable for students
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 has a tendency to work through tasks slowly
When a student experiences difficulty grasping concepts or completing work
When a student regularly turns in incomplete assignments
When a student feels unmotivated, discouraged, or overwhelmed
When a student needs encouragement to keep trying
When a student needs to experience success on an assignment
When a student shows signs of feeling overwhelmed
How do I do it:
How do I do it:
Please note: a high level of rigor must be maintained when modifying an assignment. While shortened, the assignment must still provide the student the opportunity to demonstrate mastery on the relevant standard(s).
There are numerous ways to reduce an assignment depending on the subject matter and assignment. For example:
Assigning odd or even problems only
Assigning only half the problems
Assigning only what the student can finish in a certain amount of time
Assigning only enough to ensure the student has practiced the main or essential concepts
Having a student write some answers and verbally give others
Having a student do a certain number of questions on their own and doing the rest with a partner
When reducing assignments, assign the problems that cover the main or essential concepts; dismiss less important or peripheral concepts and ideas.
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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