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This checklist allows teachers to analyze what strategies they are currently implementing in their classrooms to help monitor, support, and improve behaviors. This is a multilevel support strategy that breaks down each student and allows the teachers to determine if additional or more intensive supports and strategies are necessary.

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The following 3 tier model can be used to help guide understanding of which strategies to implement with the students in your classroom. 

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- Functional Behavior Assessments (FBA) and academic assessments to gather data on the student
- Social skills instruction
- Self-monitoring instruction
- Daily check ins
- Positive relationships and rapports with teachers to build motivation to succeed
- IEP or goal setting
- Clear routines and schedules

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- Small group opportunities to help answer academic questions
- Positive rewards (i.e., token economy, penny chart, marble jars, group contingency, etc.)
- Behavior check in-check out system
- Behavior logs and contracts
- Surface management techniques (i.e., planned ignoring, signal interference, proximity and touch control, involving in instruction, sincere expression of attention, humor, regrouping, etc.)

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- High (yet achievable) teacher expectations
- Clear and concise rules and expectations
- Positive environment and teacher-student rapport
- Engagement opportunities (partner work, response cards, drawing a name, etc.)
- Organized space that students know where everything is
- Clear instruction and answering/anticipating questions
- Frequent assessments and data tracking

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Tier 1: Preventative Classroom Management

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Tier 1: Preventative Classroom Management

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In this first step, teachers should have high expectations, provide multiple opportunities for student engagement, have clear/concise rules and expectations, create a positive and welcoming environment, and be efficient with time management.

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In this second step, if students begin demonstrating more difficulty with academics and increasing behaviors, teacher should look for positive behavior strategies (i.e., token economies), surface management techniques, and reinforcement strategies.

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1. Which behavioral curriculum is provided? How are behavioral expectations communicated to students through existing practices?
2. What interventions or additional behavioral supports are in place? If students demonstrate challenging behaviors, what are the responses to these behaviors?

3. What individualized, intensive behavioral supports are used for the most challenging of classroom behaviors? For those few students who demonstrate challenging behaviors, what consistent strategies are used across all classes and teachers?

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Tier 3: Intensive, Individualized Interventions

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Tier 3: Intensive, Individualized Interventions

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If tier 1 and 2 was not enough support to aid in academic and behavioral assistance, some students may require tier 3 intensive interventions. Before beginning these interventions, a teacher will complete a Functional Behavioral Assessment (FBA). Once information gathered determines that tier 3 support strategies may be more beneficial for the student, the teacher may consider implementing social skills instruction and self-monitoring instruction.