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Classroom Management: Continuum of Support for

Discouraging Inappropriate Behavior

Ongoing Teaching and
Encouraging of
Expectations and
Building Relationships

Behavior
occurs that
interferes with
learning

Office-Managed (major)Behaviors that present a
threat to order and learning
environment. Student is out of
instructional control-unable to
be responsive to adult
teaching.

Classroom-Managed (minor) requires
documented use of 3 of the following
strategies before BDF is turned in.
Behavior
Improves












Behavior Improves

Behavior
Improves

Verbal Cueing
Proximity
Signal/Non-verbal Cue
Recognize on-task behavior
Support for Procedure/Routine
Continue teaching, encouraging,
and building relationships
Re-direct
Re-teach
Provide Choice
Student conference/conversation
Continue teaching, encouraging
and building relationships
Use “Fogger” language to diffuse
possible confrontation
Parent Contact
Note intervention strategies for
minor (classroom-managed)
behavior and data collection for
problem solving and to inform
decision-making.

Additional out of
class
problem solving
strategies with:
 Families
 PLC
 Student
assistance
team
 Counseling

(Major) Call office
for assistance. BDFBehavior
Documentation
Form follows
immediate removal
to office.
Administrator
determines
problem solving
strategies and/or
course of action.
If behavior
continues
or
Recommendation
for Tier II support
(administrative)

If the behavior doesn’t decrease
in intensity and/or frequency,
then enlist the support of the
Academic Dean by completing
and turning in the BDF-Behavior
Documentation Form to the
office. (minor)
Administrative Support options:
Administrative input and support
Recommendation for Tier II
support