---

Table of Contents

Chapter 1: Identifying, Defining, and Making Sense of Behavioral Skills
Chapter 2: Modeling, Teaching, and Nurturing Behavioral Skills
Chapter 3: Measuring Student Success, Providing Differentiated Supports, and Intervening Appropriately
Chapter 4: Preparing for Tiers 2 and 3 Behavioral Supports
Chapter 5: Navigating the Predictable Challenges and Considerations for Implementation
Appendix A: Functional Behavioral Analysis
Appendix B: Behavior Support Plan

Study Guide

Develop a clear path toward your goals by using the free study guide.

• Study Guide

Reproducibles

Chapter 1

• Figure 1.1: Survey of Expectations, Readiness, Strengths, and Needs of Staff and Stakeholders
• Figure 1.2: Template to Identify Behavioral Priorities
• Figure 1.3: Template for Identifying and Describing Key Behavioral Skills
• Figure 1.5: Template to Prioritize What Behavioral Skills Should Look and Sound Like
• Table 1.1: Behavioral Skills and Attributes

Chapter 2

• Figure 2.1: SRSS/SIBSS Screening Tool
• Figure 2.2: End-of-Year or Grade-to-Grade Transition Guide
• Figure 2.3: Examples of Phrases That Do and Do Not Promote a Nurturing Learning Environment

Chapter 3

• Figure 3.1: Template for Tier 1 Weekly Evidence-Gathering Form—Concerns
• Figure 3.3: Template for Tier 1 Weekly Evidence-Gathering Form—Successes
• Figure 3.5: Template for Tier 1 Student Self-Assessment
• Figure 3.7: Template for Tier 1 Behavioral Priorities Form
• Figure 3.9: Template for Tier 1 Student Conferences Form
• Figure 3.11: Example of School Behavior Documentation Form

Chapter 4

• Figure 4.1: Template to Determine Students in Need of Tier 2 Support
• Figure 4.2: Template to Determine Tier 2 Behavioral Needs
• Figure 4.3: Observation Checklists to Determine How Students Are Struggling and Assign Appropriate Supports
• Figure 4.4: Observational Checklist for Attend, Complete, and Participate
• Figure 4.5: Observational Checklist for Regulate, Reflect, and Monitor
• Figure 4.6: Template to Help Staff Support the Development of Student Behavioral Skills
• Figure 4.7: Sample Check-In/Check-Out Conversation Starters
• Figure 4.8: Example of a CI/CO Form
• Observational Checklist for Engage, Believe, and Belong
• Observational Checklist for Respect, Cooperate, and Empathize
• Observational Checklist for Persevere, Adapt, and Advocate

Appendix A

• Observation Form for Functional Behavioral Analysis
• Parent Interview Form
• Parent Interview Form to Consider Routine
• Student Interview Form
• Student Self-Analysis to Inform Antecedents and Functions of Misbehavior
• Student Self-Reflection Form to Consider Routine
• Summary Form for Functional Behavioral Analysis
• Teacher Interview Form
• Teacher Analysis to Inform Antecedents and Functions of Misbehavior

Appendix B

• Behavior Support Plan

Suggested Resources

Books

• Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., Weber, C., & Hierck, T. (2015). Uniting Academic and Behavior Interventions: Solving the Skill or Will Dilemma. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
• Hierck, T., Coleman, C., & Weber, C. (2011). Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment. Bloomington, IN: Solution Tree Press.
• Larson, M. R., & Kanold, T. D. (2016). Balancing the Equation: A Guide to School Mathematics for Educators and Parents. Bloomington, IN: Solution Tree Press.
• Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Bloomington, IN: Solution Tree Press.
• Udelhofen. S. (2014). Building a Common Core-Based Curriculum: Mapping with Focus and Fidelity. Bloomington, IN: Solution Tree Press.
• Weber (2015). Creating Consistency and Collective Responsibility. In A. Buffum, & M. Mattos (Eds.), It’s About Time: Planning for Interventions and Extensions in Elementary School (pp. 225–253). Bloomington, IN: Solution Tree Press.

Websites

• Aggression Replacement Training
• Cognitive Behavioral Intervention for Trauma in School (CBITS)
• Collaborative for Academic, Social, and Emotional Learning (CASEL)
• Connecticut State Department of Education, Functional Behavioral Assessment
• The Incredible Years
• Intervention Compass
• Kickboard
• Pacific Northwest Publishing, FIRST STEP Next
• Teaching Channel, “My Favorite No: Learning From Mistakes”
• University of Minnesota, Check and Connect