A universal level of service for all students.  All students must have access to Layer 1. 

WIN, Layer 1, plans must include specific repeated practice/support, pre-data, progress monitoring data, and post-data

Grade Level Teams

WIN Teams

ALL students have access to Layer 1.

At the Layer One stage, behavior support is proactive, schoolwide, and designed for all students. Our goal is to create a positive, predictable, and inclusive environment where every student can thrive. This includes explicitly teaching agreements and procedures, consistently using common language and routines, reinforcing positive behavior, logical consequences, and providing frequent opportunities to build relationships. These universal strategies lay the foundation for a safe and supportive school culture and are the responsibility of every adult in the building. 

What is Reframing Behavior?
Reframing Behavior is a flexible, self-paced resource designed to support your growth as an educator. It can be integrated into Professional Learning Communities (PLCs) and serves as a practical tool to help you reflect on your practices and enhance your skills.

Students bring more than their backpacks to school—they carry traumas, anxieties, and pressures from everyday life. This program uses neuroscience research to help educators build a positive, supportive learning environment and prevent disruptive behavior.

Program Components

1. Reframe Your Perspective – Learn the foundational science behind behavior.

2. Reframe Your Awareness – Practice emotional regulation through simple, interactive experiences.

3. Reframe Your Actions – Understand behavior as a complex issue, not just a matter of choice.
   Reframe Your Relationships – Develop relationship skills for everyday classroom situations.
   
   

Getting Started
Begin with the online course, which provides essential background on the neuroscience and research behind the program. Completing it first makes the other components more meaningful and practical.

The Learning Library offers on-demand resources—micro-learnings, articles, book summaries, videos, and PLC activity suggestions—to enrich your learning and provide tools for classroom implementation.

Participation is optional and intended for personal growth and reflection. For questions or help navigating the platform, contact bdallamura@wsdvt.org.

Sign Up
Use the link below and enter organization code 5349473 to create your account and start the online course at your convenience.

Reframing Behavior Login

At JFK, classroom and schoolwide celebrations are a key part of our universal (Layer One) behavior support. They’re designed to build community, reinforce our  HEART agreements, and create a joyful, inclusive school culture.

Classroom Celebrations recognize teamwork and positive behavior, are student-chosen, and must be inclusive, screen-free, food-free, and accessible to all.

Schoolwide Celebrations foster belonging across grades, highlight growth and effort, and are timely, equitable, and connected to HEART. All students participate, and staff model the behaviors we celebrate.

Celebrations aren’t just rewards—they’re shared moments that reflect our values and strengthen our community. 

Strong, consistent communication with families is a core part of our work at JFK. Families are essential partners in supporting student success, and our communication practices reflect that commitment.

Key Expectations:

• Weekly Updates: Each classroom should post a weekly to families via Class Dojo that includes highlights of classroom learning, upcoming events, and important reminders.

• Monthly Family Engagement Plan: Each team creates and follows a monthly family engagement plan to intentionally build relationships, increase family voice, and foster a sense of belonging.

• Equitable Access: Collaborate with our multilingual liaisons to ensure all families receive information in a language and format they can access and understand.

• 48-Hour Rule: All family phone calls and messages should be returned within 48 hours during the school week.

• Boundaries: Communication should take place during school hours to protect staff well-being and model healthy boundaries.

Clear, respectful, and inclusive communication helps build trust and keeps families connected to their child’s learning and our school community. 

Layer One instruction is the core, grade-level teaching provided to all students —and it is the foundation of our multi-tiered system of supports. All students must have full access to this first instruction. Students should not be pulled from Layer One teaching for interventions, services, or assessments unless absolutely necessary.

Why it matters:

• Equity: Layer One ensures every student receives high-quality, grade-level content.

• Belonging: Whole-class instruction strengthens classroom community and shared learning experiences.

• Academic Access: Pulling students from first instruction creates learning gaps and reduces access to essential content.

• Compliance: For multilingual learners and students with IEPs, missing first instruction can violate their right to access the general education curriculum.

Layer One is not optional—it is the starting point for all learners. strategy/accommodation/supports must layer on after students have received strong, inclusive, and engaging first instruction.

At JFK, we begin each school year with the First Six Weeks of School because we know that strong relationships and clear agreements and routines are the foundation for a successful year of learning. This intentional approach helps us build a safe, inclusive, and supportive community where every student feels known, valued, and ready to learn. By investing time early on in teaching expectations, practicing procedures, and creating shared classroom agreements, we set the tone for respectful behavior, academic engagement, and social-emotional growth all year long. 

At JFK, our HEART agreements—Honest, Engaged, Appropriate, Responsible, and Timely—reflect our shared commitment to how we treat ourselves, each other, our spaces, and our work. These expectations are co-created by staff and students, ensuring that every voice is heard and valued. HEART guides the way we build community, solve problems, and support one another every day. By living our HEART values, we create a school where everyone feels safe, respected, and ready to thrive. 

Our local assessment plan is a vital part of ensuring that every student receives the instruction and support they need to grow. These assessments are intentionally spaced throughout the year to give us timely, relevant data to inform first instruction, target interventions, and celebrate progress. It is the responsibility of the identified adults to complete each assessment within the defined timeframe and to use the data to plan and adjust instruction. When we commit to this process with fidelity, we create a more responsive and equitable learning environment for all students. 

At JFK, we believe that language development is a shared responsibility. Our multilingual (ML) program is rooted in the belief that every educator plays a role in supporting the language growth of our students. ML teachers serve as case managers and advocates, deeply familiar with their students' academic plans, daily experiences, and family/community contexts. ML teachers collaborate with colleagues to build inclusive classrooms where language development is supported across all content areas.

ML teachers actively monitor student progress, promote best practices in scaffolding and inclusive design, and share tools like SIOP and UDL to help all educators make language-rich instruction accessible. They support families, monitor new students, and serve as thought partners to ensure every multilingual learner has the conditions needed to thrive. This model is still evolving, and we are committed to refining it through collaboration. The Superintendent and Director of Multilingual Programs are closely supporting its implementation to ensure it is strong, sustainable, and centered on student success.

WIDA

Grade-Level Clusters Material (starts on page 37)

Can Do Descriptors

At JFK, we are committed to building a safe, inclusive, and connected school community. Restorative Justice (RJ) practices are an essential part of our approach to supporting students, aligned with our PBIS framework and grounded in relationships, accountability, and repair. RJ gives students a voice, helps strengthen classroom community, and fosters social-emotional growth.

As part of this commitment, every K-5 classroom is expected to hold a Restorative Justice circle each Friday in place of WIN time. These circles create space for students to reflect, share, listen, and problem-solve together, reinforcing our schoolwide expectations and HEART values. RJ is not just a response to conflict—it’s a proactive tool for building connection and community across our school.

Layer One support requests are a proactive way to access ideas, strategies, and collaborative problem-solving before challenges escalate. These requests should be completed early—before concerns become urgent—to get support, brainstorm next steps, and/or prepare for a future Teacher Talk.

When you submit a support request, the appropriate team member is automatically notified. If you haven’t heard back within 48 school hours, please follow up with that person directly via email.

If your request includes a classroom observation, you will receive a completed observation feedback document once the visit is done. This ensures transparency, shared understanding, and meaningful next steps to support student success.

Feedback form - Support Request

Whole Class Layer One activities include games, energizers, ice breakers, and other engaging experiences designed to build community and strengthen relationships within the classroom. These activities help create a positive, welcoming environment where all students feel connected and ready to learn. Incorporating these regularly supports our commitment to social-emotional growth and a strong school culture.