Choice Online Module: Positive Behavioral Supports

Why is supporting our students so important?

Reducing Behavior Problems in Elementary School Classrooms

  • Without necessary support, students with chronic behavior problems may also have academic and social difficulties later in life.

  • Social maladjustment and persistent behavior problems in elementary school predict unsafe behavior, such as alcohol use and physical aggression later, as well as academic problems and high school dropout.

  • Data collection is necessary to create an effective positive behavioral support system.
What are the antecedents?
What are the consequences?

  • IES expert panel identified 5 problems that can help reduce school behavior problems in the classroom:

  • Identify the conditions that reinforce problems
What are the student's triggers?

  • Modify the classroom environment to prevent problem behavior
Can you change the seating arrangements to better support your students' behavior?Are the students too distracted with decorations?Are classroom rules clear and understood?Scaffolding can help reduce boredom and stress

  • Teach and reinforce skills to promote appropriate behavior
Do students know how to identify their emotions? Do they know appropriate responses to emotions?Do they know how to articulate how they are feeling or what they want?What tools can they use to express themselves in a healthy way?

  • Form collaborative relationships with staff, parents, and behavioral experts
Are there any specialists in the school that may be able to help you support your students' needs?Can you get insight from parents on what works? What doesn't work?

  • Implement schoolwide strategies or programs
At Aspen Creek, we use the PRIDE acronym to represent positive student behaviorWe also use silent symbols like the quiet cyoteThese not only establish comradery, but a common sense of expected behavior

What resources does CDE provide that will help me implement a positive support system in my classroom?

Positive Behavioral Interventions and Supports (PBIS)

The mission of the Colorado Positive Behavioral Interventions and Supports Initiative is to establish and maintain effective school environments that maximize academic achievement and behavioral competence of all learners in Colorado.

Exceptional Student Leadership Unit (formally known as Special Education)
These are programs and resources for teachers, administrators, and parents to utilize so they can help support students with exceptional educational needs due to:

Parent and Child Rights in Special Education

"Gifted and talented children" means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Children under five who are gifted may also be provided with early childhood special educational services. Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
  • General or specific intellectual ability.
  • Specific academic aptitude.
  • Creative or productive thinking.
  • Leadership abilities.
  • Visual arts, performing arts, musical or psychomotor abilities.
  • Mission and Vision

unique talents
Not specified on CDE website

or English language learners who also have special needs
The appropriate referral, identification, and placement of learners who are Culturally and/or Linguistically Diverse is necessary to ensure students' civil rights as well as a free and appropriate public educationaligned with the individuals with Disabilities Education Act

Response to Intervention (RTI)
The Components of RTI:
The Rubrics were developed based on the six components of RtI as defined by Colorado to
assist educators with implementation and to provide a way to measure fidelity. The six components of
RtI in Colorado are:

• Leadership

• Problem-Solving

• Curriculum & Instruction

• Assessment

• Positive School Climate

• Family & Community Partnering

Watch this video for further understanding:
RTI Implementation of Rubrics: CDE

Social and Emotional Learning in Loisville

This video illustrates ways one school incorporates social and emotional learning into the students' education.
CARE for Kids initiative:
  • Wants to provide a caring culture and climate that helps kids feel safe in school
  • The students begin school by engaging in activities that teach them how to care for one another
  • .Program empowers students to voice their opinions and state how they feel
  • Teachers feel accomplished because students are "coming to school with a smile on their face, and leaving at the end of the day with a smile on their face."

Culturally Responsive Classroom Management (CRCM)

Carol S. Weinstein

Saundra Tomlinson-Clarke

Mary Curran

Rutgers University

Five essential components of CRCM are:

1. Recongintion of one's own ethnocentrism
-What priviledges have you experienced due to your race alone?
-What biases have you consciously or subconsciously held against other cultures/races?
-How has your experience growing up differed from others purely based on race and culture?

2. Knowledge of students' cultural backgrounds
-Family background and structure
-Interpersonal relationship styles
-Time and space
-Health and hygiene

3. Understanding of the broader, social, economic, and political context

4. Ability and willingness to use culturally appropriate management strategies
-Monitor our behavior in terms of equitable treatment
-Question traditional assumptions of "what works" in a classroom management
-Consider how to accommodate students' backgrounds

5. Commitment to building caring classrooms
-Classroom community agreement
-Aspen Creek PRIDE program
-Rolemodel positive behavior
-Provide positive behavior supports

CRCM: Awareness into Action:

  • This article discusses how some teachers discriminate when they, " not recognize that behavior is culturally influenced; when they devalue, censure, and punish the behaviors on non-mainstream groups; and when they fail to se that their management practices alienate and marginalize some students, while privledging others," (Weinstein, etc., 2003).
  • Teachers must
    • recognize that we are all cultural beings, with our own beliefs, biases, and assumptions about human behavior.
    • acknowledge the cultural, racial, ethnic, and class differences that exist among people
    • understand the ways that schools reflect and perpetuate discriminatory practices of the larger society
  • Strategies for Enacting Culturally Responsive Classroom Management
    • creating a physical setting that supports academic and social goals
    • establishing expectations for behavior
    • communicating with students in culturally consistent ways
    • developing a caring classroom environment
    • working with families
    • using appropriate interventions to assist students with behavior problems


Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2003). Culturally Responsive Classroom Management: Awareness Into Action. Theory Into Practice 42(4).

Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Education 55(1), 25-38.