Behaviour Continuum of Supports

Tier 1- Classroom Instruction - What we should see in every classroom -

Optimal Learning Coach Support

● Consistent Classroom Routines

● Expectations reviewed and listed around the school
● Classroom Culture- a sense of community and positive relationships
(fireside chats, high/low buffalo)
● Celebrations
● Teaching about emotions and regulation
● Healthy Teacher
● Teaching of Virtues
● Visual Schedule
● Connecting with each student every day
● Gotchas
● Brain breaks and Movement breaks
● Model proper classroom behaviour
● Flexible Seating
● Breakfast Program

Tier 2- Classroom Strategies -Targeted strategies provided by the classroom

teacher (accommodations and adaptations to programming)
● More relationship/connection building time
● Fidgets
● Reminder signs/posters
● Support building relationships with peers
● Visits with Jewels the hamster or the fish tank
● Ignoring negative behaviours if they are not disruptive to the rest of
the class
● Guided practice for regulation
● Alternative seating or workspace
● Calming space-meditation
● Snack
● Break Card
● Accommodations to tasks
● Movement Breaks/Sensory Pathway/Exercise Bike/Walks
● A “self-regulation” space- a safe place
 ● Positive Behaviour Checklists
● Learning Room Referral
● Noise cancelling headphones
● Communication to parents
● Coaching and talking things through with an adult

Tier 3- School Interventions - Supports provided by someone other than the

classroom teacher (*requires consultation with LST and Administration)
● Adapted Schedule
● One-on-One practice/Social Stories/Role Play
● Family School Liaison Referral
● Behaviour Consultation Support
● Alternate Programming
● Learning Room Referrals
● Community Mentorship Programs (NAPS)
● Targeted Group Support facilitated by a teacher or FSL
● Peer Mentors
● Consultation Team Meetings
● Communication with entire staff about student’s behaviour
● Extra relationship building time (Baking in the kitchen, working on tower
gardens)
● Staff Mentorship Program
● Alternative Recess Plans
● Ongoing Communication with parents about the behaviour (Daily Reports
Program)

Tier 4- Intensive Division Interventions - Supports provided by someone

outside of the school-based team
(all require consultation with LST and Administration)
● Referral and Consent for Ed Psych Assessment (based on data from
Level B assessment)

● Referral to LRSD Learning Director and LRSD’s Registered Psychologist

● Consultation with Medical Professional specific to students needs