The Classroom Motivation Systems booklet is designed to support the development and implementation of classroom systems to motivate students, encourage positive behavior, and increase academic engagement.

The purpose of the Supporting & Responding to Behavior tool is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions. https://www.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers

Office of Special Education Programs. (2015). Supporting and responding to student behavior: Evidence-based classroom strategies for teachers. Washington DC: Office of Special Education Programs. Retrieved from http://www.pbis.org/resources/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers

Multi-Tiered Tips & Strategies booklet begins with Universal, Tier One supports.  The booklet continues with strategies that can be used to support school-wide, classroom and individual student support systems at Tier II and Tier III. The information in the booklet contains ideas and strategies to motivate and reinforce positive behavior in our students.

The Interim Behavior Response Plan (IBRP) supports school teams in the development and implementation of an immediate and interim plan for preventing and responding to behaviors. The cycle of acting out behavior follows a distinct sequence. Each stage of the IBRP addresses the student’s behavior as well as staff responses (suggested strategies) that should be used to support the student in remaining or returning to calm.

The Rubric of Implementation (ROI) is a self-assessment tool to support the implementation of tier I supports at a school-wide level.

From LAUSD Bulletin 6231, Attachment D provides tiered alternatives to suspension which include Restorative Justice approaches that encourage the use of guided questions that help the parties reflect on any harm that may have been incurred because of the misconduct and specific actions that could be taken to restore harmony.

The step by step guide on creating behavior contracts will provide each step to use to encourage appropriate behavior.

The Restorative Practices document provides; Restorative language that can help when conversations are difficult, and people have different points of view; Restorative questions which involve exploring what prompted the harm caused and then looking for ways to repair the harm done; Affective statements that tell the listener, how the person feels and why it makes them feel that way.  These are also called “I” statements; and Restorative conversations which take following an incident that caused concern to one or more people.