Classroom Management
Quiz 1 | Practice
Questions, Study Guide &
Exam Review
|Guaranteed success|
, Tier 1 all students in a school receive primary prevention (proactive and reactive
components), prevent harm from occurring, for 80-90% of students, this is likely
to suffice
Tier 1 within classrooms establish positive classroom climate, arrange the room to facilitate instruction,
explicitly teach and reinforce school-wide rules/expectations, provide
procedures and routines to facilitate smooth transitions and maximize
instructional time, use evidence-based instructional methods
Teaching, reinforcing, monitoring What are the big 3 of tier 1 support?
Why clear expectations matter Not all students get opportunities at home to learn appropriate academic and
social behaviors, Inappropriate and unsafe behavior occurs when expectations
are unclear to students, Students learn BETTER in positive and safe learning
environments because they feel secure
Procedures for teaching - Faculty and Staff:
Implementation manual, Professional development
- Students: Lessons, Posters, Videos
- Community: Letters to Parents, Home Expectation Matrix, Contacts with
community businesses
Procedures for reinforcing Behavior specific praise, Token Economy (e.g., Ticket systems): Drawings,
School stores, Exchangeable for tangible or non-tangible items that address
function (Reading with feet on desk, shoes off, headphones on)
Procedures for monitoring - Traditional methods: Attendance, Suspensions/expulsions, Office discipline
referrals
- Recent trends: Systematic behavior screeners, Similar to benchmark
assessments, Identify students with externalizing and internalizing behaviors
Tier 2 Focus on more intensive strategies to respond to existing problem behaviors -
students who do not respond to the primary prevention plan; interventions
address acquisition, fluency, and performance
Tier 3 The most individual, intensive level of support; require more extensive
monitoring and are reserved for students with complex, long-term, resistant
behavior or academic issues, non-responders at this level may need to be
referred to a multidisciplinary team to determine if special education services
are warranted
Rational for teaching responsible, equitable practice, creating a safe, consistent environment,
identify students who need additional support, instructional approach
Expectations ________ must be taught explicitly, modeled, and reinforced
Quiz 1 | Practice
Questions, Study Guide &
Exam Review
|Guaranteed success|
, Tier 1 all students in a school receive primary prevention (proactive and reactive
components), prevent harm from occurring, for 80-90% of students, this is likely
to suffice
Tier 1 within classrooms establish positive classroom climate, arrange the room to facilitate instruction,
explicitly teach and reinforce school-wide rules/expectations, provide
procedures and routines to facilitate smooth transitions and maximize
instructional time, use evidence-based instructional methods
Teaching, reinforcing, monitoring What are the big 3 of tier 1 support?
Why clear expectations matter Not all students get opportunities at home to learn appropriate academic and
social behaviors, Inappropriate and unsafe behavior occurs when expectations
are unclear to students, Students learn BETTER in positive and safe learning
environments because they feel secure
Procedures for teaching - Faculty and Staff:
Implementation manual, Professional development
- Students: Lessons, Posters, Videos
- Community: Letters to Parents, Home Expectation Matrix, Contacts with
community businesses
Procedures for reinforcing Behavior specific praise, Token Economy (e.g., Ticket systems): Drawings,
School stores, Exchangeable for tangible or non-tangible items that address
function (Reading with feet on desk, shoes off, headphones on)
Procedures for monitoring - Traditional methods: Attendance, Suspensions/expulsions, Office discipline
referrals
- Recent trends: Systematic behavior screeners, Similar to benchmark
assessments, Identify students with externalizing and internalizing behaviors
Tier 2 Focus on more intensive strategies to respond to existing problem behaviors -
students who do not respond to the primary prevention plan; interventions
address acquisition, fluency, and performance
Tier 3 The most individual, intensive level of support; require more extensive
monitoring and are reserved for students with complex, long-term, resistant
behavior or academic issues, non-responders at this level may need to be
referred to a multidisciplinary team to determine if special education services
are warranted
Rational for teaching responsible, equitable practice, creating a safe, consistent environment,
identify students who need additional support, instructional approach
Expectations ________ must be taught explicitly, modeled, and reinforced
