• Morning Meeting
• Consistent conversations
• Reinforcement of positive behaviors 3:1
• Communication with parents to share positives (home/school partnership

• Continued interactive modeling throughout the school year
• Teacher language (Approachable v. Credible Voice) - Reminder, redirecting, or reinforcing and language

Be present and be active by checking-in on student progress and asking questions. It’s not about policing, it's about interacting with kids.

• Constant movement of adult(s) within a setting
• Proximity to the student(s)
• Adults in various locations during recess to actively monitor student behavior

• Adjustment student seats as necessary
• Consider alternate types of seating to make the learning environment welcoming

• Staff recognizes when students meet expectations with positive reinforcement
• Staff responds and corrects misconduct at the same rate and frequency for all students

• Teacher implementation of strategies and interventions
• School counselor implementation of strategies and interventions
• See MTSS process

When an inappropriate behavior occurs, the teacher purposely looks away from the individual, remains quiet, and refrains from any interaction for a brief time interval.  The goal is to remove any opportunity to get reinforcement (e.g., teacher or peer attention) while typical classroom activities continue. It is recommended that teachers use this practice along with positive feedback/reinforcing language directed at the class so as to call attention to the expected behaviors.

When students demonstrate expectedbehaviors, reinforcing language is used to acknowledge their effort and/or success. Teachers
name specific observable behaviors and connect these positive behaviors to established school-wide or classroom expectations. For example:

• Many of you raised your hand to participate in our discussion and patiently waited to be called. You are showing self-control.
• Walking quietly down the hallway shows that you are being respectful to other learners.
• Using our virtual tools and other materials appropriately, shows that you are responsible students.
• When you invite another student to play with you or to be your partner, you are demonstrating kindness.

Often a perceived problem behavior stops by simply moving closer to a student.  The nearness allows the teacher to actively supervise and if needed provide correction quickly; thus preventing increased off-task behavior.

As a classroom routine or as a personal routine for a student, a teacher may designate a nonverbal action (e.g, a cue card, picture, gesture) to warn that a particular
behavior should change. Often the signal presented will model or show the expected behavior.  Like any routine, the student(s) must be taught the signal/cue and be provided with practiceprior to implementation. This practice allows the teacher to continue instruction without interruption while providing correction.

This practice is used when a student’s behavior just begins to go off track. Tell or ask the student what is expected based on the school-wide or classroom
expectations. Keep the statement brief using a neutral tone and body language. For example:

• In the cafeteria, we stay seated with feet under the table. Show me.
• Frank, remind me how we exit the bus.
• Common areas require that we are mindful of our body and actions. (Allow students to respond) Show me what that looks like.
• What are our designated playground areas? (Allow student to respond) Show me.

Positive feedback/reinforcing language is used as a follow-up to a reminder/reminding
language once the student demonstrates the desired expectation. Be sure to name the
behavior observed using concrete and specific language.

Redirection/redirecting language is used when a student needs to stop an inappropriate behavior. Name only the desired behavior as a command using a firm, neutral tone. Use the least amount of words possible. For example:

• Voices off now.
• Stop. Take a break.
• Hands and feet to self.
• Devices off and away.

Redirecting language also may be paired with interactive modeling to be sure the student knows what is expected and provides him/her additional practices.

Choose a logical consequence related to the problem behavior. As a rule, a logical consequence is respectful, realistic, and related to the behavior. Selected one
that best fits the situation.

Reparation: You break it- you fix it works best when the teacher sees an opportunity for a student to solve a problem he/she has caused. Prior to implementation, the student and teacher briefly plan what reparation will look like and sound like. For example:

• Student leaves work area without clearing and returning all materials. The teacher checks that he/she knows the steps and has him/her fix it.
• Student accidentally knocks another student down on the playground. The teacher prompts the student to help the student who has fallen, ask if he/she is OK, and go with him/her to go to the clinic, if needed.
• Student uses unkind words or actions towards other students or staff, student is given the opportunity to “fix” the hurt feeling by rephrasing using kind words or problem-solving and “planning” for addressing the situation differently in the future.

Loss of Privilege:  The privilege of participating in an activity or using materials is removed for a brief time period. Teachers consider what re-teaching needs to happen before restoring the privilege. To promote trust, the privilege taken away should be restored in a timely manner. For example:

• Student takes too long in the bathroom and does not return in a reasonable amount of time. The teacher reviews and models for the student the expectations and requires the student to be supervised by an adult the next time the bathroom is needed.
• Student is not completing work and is off-task (e.g., talking, out-of-seat) at group time. Teacher tells the student to work individually with an individual check-in. Return and check that the student understands what is expected and invite the student to rejoin the group.
• A student misuses the computer by being on a not approved website. The student loses the privilege of using the computer and must use a different resource. In a follow-up conversation with the student, digital citizenship expectations are reviewed.

Positive Time Out/Take a Break may be initiated by the teacher or the student to assist the student to calm and regain self-control. It is most effective when a designated area is pre-established and visible to the teacher. Prior to implementation, the teacher models how to use the area and calming strategies. Students should be able to observe the lesson from the designated spot. Positive Time Out/Take a Break should be brief(e.g., 3- to 5-minutes) with the goal of having a student return once he/she has regained self-control. When telling the student to go to Positive Time Out/Take a Break use as few words as possible or a visual signal. After implementation, the teacher finds time to check-in with the student and consider skills that need to be re-taught.

Using an out-of class time out to break the cycle of misbehavior with minimal disruption to the classroom is most appropriate when a student needs more time to
reestablish self-control. Each of these steps must be taught prior to their use.
Teacher preplans and determines who in close proximity can be their “buddy teacher.”
Teacher identifies the need for the student to go to a buddy teacher and directs the student- “Come with me” or “Let’s go.”
The teacher quietly supervises the student's transition.
The student sits in the designated area and is not engaged in any conversation or activity. Typically, a student needs between 10- to 15-minutes to calm and/or regain self-control.
When ready, the student returns and rejoins the instructional activity.

At a later time that day when both the student and teacher are calm and available, a teacher-student discussion is held. This conversation focuses on restoring the relationship and making sure the student understands and can demonstrate the skills to handle a similar situation in the future. Phone contact with the parent/guardian may follow with the goal of partnering on the teaching and reinforcement of the necessary behaviors and social-emotional skills.

Problem-solving conferences are used with individual students when teachers notice chronic academic or social misbehaviors. During a problem-solving
conference the teacher begins by validating a strength and describing what he/she sees the student doing (misbehavior). The student is given time to add, explain, or agree. The teacher mentions why the behavior is a concern and how it impacts the student. Together they come up with 2-3 ideas for solving the problem and choose one solution to focus on for a specific period of time (e.g., 1 week). After the agreed period of time, both come together again to discuss progress and next steps.