Elementary/Intermediate
Tier I - Preventative Strategies (Universal)
Tier I Behavior Supports are prevention strategies that all students in the school receive.
Embedded Files
What do we want students to learn? (Tier I Instruction)
What do we want students to learn? (Tier I Instruction)
Follow this checklist to ensure all components of Tier I instruction are utilized.
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Give teachers structure, consistency, and a common language for setting clear behavioral expectations, aligned to academic goals.
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Give every teacher the same standard for deciding when a behavior stays in the classroom and when it needs to move up the chain.
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Keep families consistently informed on conduct throughout the year, not just when a problem shows up.
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Give teachers structure, consistency, and a common language for setting clear behavioral expectations, aligned to academic goals.
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Consistent reinforcement of social, emotional, and behavioral skills supports a positive school culture. These Tier 1 resources provide opportunities to teach, reinforce, and practice life skills across settings. Together, these resources promote a consistent approach to building students’ social, emotional, and behavioral skills.
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How will we know if students have learned it? (Progress Measure)
How will we know if students have learned it? (Progress Measure)
The Structure, Teach, Observe, Interact positively, and Correct fluently (STOIC) is a tool to describe the variables staff can control to support positive student behavior.
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Best Practices High Quality Instruction for K-12 Behavior
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Resources to reteach or reinforce the learning
Resources to reteach or reinforce the learning
Serves as a guide to quickly identify possible reasons (functions) for student behaviors and select immediate, appropriate interventions or strategies in response.
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Choose a classroom behavior and discover targeted Tier 1 strategies designed to prevent and address minor behavior concerns quickly and effectively.
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Start every class period with a brief, positive, personal connection at the door — using touch, a smile, and the student's name — to set the tone for engagement before instruction even begins.
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Brief, non-contingent attention to acknowledge students (in this case- their emotional state). Asking a student, “Where are you on the Mood Meter right now?” is a way to check in on feelings without requiring them to immediately change behavior. It’s supportive, relational, and gives recognition of their current state.
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The Tootle Notes intervention is designed to help students seek out and recognize others for prosocial behaviors while developing strong peer connections that prevent emotional and behavioral challenges.
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Creating calming spaces in schools and classrooms is a vital strategy to support students' social, emotional, and mental wellness, allowing them to practice self-regulation and return to learning with minimal disruption.
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Support students by spending two minutes per day (for 10 consecutive school days in a row) connecting with a student individually, setting the foundation for a supportive relationship, and offering support.
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The Good Behavior Game (GBG) is a team-based classroom behavior management strategy that rewards students for displaying appropriate on-task behaviors during instructional times.
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Motivate whole-class positive behavior by secretly selecting one student each day whose behavior determines whether the entire class earns a reward — without ever revealing who it was until the end.
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A tool to help students think about their behavior, choices, and learning to build responsibility and self-awareness.
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Guides students through a structured conversation to share their views, express feelings, and understand each other’s perspective. It helps them take responsibility, communicate respectfully, and agree on a plan to resolve conflicts and improve their relationship.
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Written reflection where the student acknowledges their behavior, takes responsibility, and offers a sincere apology.
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A style of active listening that enhances commitment to positive changes by using empathy and open-ended questions. It empowers students to find their own motivations for change rather than imposing solutions or advice.
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Track and document interactions with teachers, parents, students, or staff, ensuring clear, consistent communication and a record of key updates of celebrations and concerns.
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