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Send the Student
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 a student time away from the situation and gives time to "reset"
Provides a student exercise and a release of tension
Gives the student a meaningful opportunity to contribute
Helps to break up long or non-preferred tasks, assignments, and activities
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 and expectations:
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 you notice a student is exhibiting off-task behaviors
When a student shows signs of being overwhelmed, anxious, unfocused, disorganized, unsure, or unmotivated
When a student would benefit from deescalation and movement has helped them reset in the past
When a student shows signs of low self-esteem and a positive interaction with another adult would be uplifting
How do I do it:
How do I do it:
Create a plan with other staff to receive these types of errands
Errands could be organized a variety of ways. Some ideas include:
Errands might be singular tasks, randomly doled out by you when you see the need arise throughout your school day.
They might be part of a more formal classroom system; when a student is called on to run an errand, they choose from a list of errands that need to be done
You might also have one specific student perform the same errand for the same school adult each day at the same time
Examples of errands might include:
retrieving/bringing materials to staff
assisting a teacher with a small task with their students
taking a note to another teacher or the office
opening the windows
making or reading announcements
sharpening pencils
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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