School-wide Systems to Promote Positive Behaviors and Facilitate Instruction

Abstract

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} In this article we focus on s chool-wide systems to promote positive behaviors and enhance instruction.   Part of the appeal of multi-tiered systems of support is that they facilitate collaboration between teachers by clarifying school-wide goals and the means for achieving them.   We begin with an overview of multi-tiered systems of support including: (a) a description of each level of prevention: primary (Tier 1, for all), secondary (Tier 2, for some), and tertiary (Tier 3, for a few); (b) information on academic and behavior screening tools, with an emphasis on analyzing these data in tandem to inform instruction; and (c) the importance of looking at the role of the teacher as a starting point to determine how relatively low-intensity, teacher-directed shifts in instruction and management can influence student performance.   Next, we provide an overview of research-based strategies teachers can employ beginning with whole-class strategies and conclude with individualized supports for students requiring more intensive assistance.   Finally, we offer recommendations for teachers as they support students with behavior challenges in PreK-12 grades to promote academic and social success for all. &nbsp