Responsive Classroom & PBIS:

Tiers of Support
Tier III
Highly individualized systems for students at high risk
CAB, Social Skill Groups, Sped

Tier II
Additional systems for
students with at-risk behavior

Additional modeling
Additional role-playing
Buddy teacher time-out
Individual written agreements
Additional collaborative problem-solving

Classrooms, CAB, Social Skills Groups, Friendship Groups

Tier I
School/classroom-wide systems
for all students and settings
Classrooms & Building

Morning Meeting
Rule creation
Interactive Modeling
Positive Teacher Language
Logical consequences
Classroom organization
Collaborative problem-solving
Role-playing

Responsive Classroom
Why RC?

What is Responsive Classroom?

* Calm, safe
learning
environment

The social & emotional curriculum is as important as the academics

* Self-control &
self-discipline

Knowing the children we teach - individually, culturally, and

* Responsibility
contributing
members

Knowing the families of the children we teach is as important as knowing

* respectful,
kind interactions

How children learn is as important as what they learn

Great cognitive growth occurs through social interaction
developmentally - is as important as knowing the content we teach
the children we teach
How we, the adults at school, work together is as important as our
individual competence: Lasting change begins with the adult community

Responsive Classroom
The Main Components of Responsive Classroom
Morning Meeting (greeting, message, sharing, activity)
Guided Discovery (supplies & materials)
Interactive Modeling (routines & expectations)
Academic Choice
Classroom Organization (allows for choice, collaboration,
movement, differentiation, etc.)

Rule Creation (3-5, positively stated, with students)

Logical Consequences (break it, apologize & fix it)
Positive Teacher Language (reinforce, remind, redirect)
Collaborative Problem Solving

Positive Behavior
Interventions & Supports
Why PBIS?
Revisiting PBIS
to increase early
intervention for
students with
social/emotional
needs

What is PBIS?

3 Tiered framework of supports for behaviors

A proactive approach to establishing the behavioral supports and
social culture and needed for all students in a school to achieve social,
emotional and academic success.

The Main Components of PBIS

Select and define expectations & routines

Teach behavior & routines directly
Actively monitor behavior
Acknowledge appropriate behavior
Use data to make decisions
Correct behavioral errors

Similarities Between Responsive

Classroom & PBIS
Use positive strategies
Establish a positive environment
Teach skills
Reinforce positive behavior
Respond to inappropriate behavior