Create a culturally responsive classroom climate.

Create positive expectations that are clearly defined, taught, and maintained in all settings.

Teach and reteach classroom expectations throughout the year (e.g., routines, transitions, procedures, especially after breaks).

Include students in setting classroom norms.

Model and practice expectations in the appropriate setting (e.g., group work, individual work).

Use pre-correction strategies to remind students of expectations before the next task.

Utilize more positive than corrective interactions (at a ratio of 4:1) between staff and students, students and students, and staff and staff.

Set up classroom and acknowledgment systems that support student engagement and increase appropriate behavior.

Provide opportunities for students to actively engage in their learning.

Provide immediate positive feedback when students meet or exceed expectations.

Build positive relationships with students and families (e.g., use Restorative Practices circles).

Communicate and collaborate with the student’s parent or guardian.

Teach prevention lessons (e.g., social and emotional learning, bullying prevention, suicide prevention, and trauma-informed practices).

Frequently provide individual and groups of students opportunities to respond to content.

Access additional resources at the following: What Works Clearinghouse (WWC) Practice Guide: Reducing Behavior Problems in the Elementary School Classroom. https://ies.ed.gov/ncee/wwc/PracticeGuide/4

Determine appropriate intervention for the behavior. https://spportal.jefferson.kyschools.us /departments/academicservices/srt/rti/Navigation /Home(1).aspx (JCPS ID is required to access.)

Communicate and collaborate with the student’s parent or guardian.

Teach replacement behaviors to address misbehavior.

Change student seating.

Pace the lesson more quickly to promote on-task behavior.

Respond calmly, restating the appropriate behavior.

Restructure classroom practices based on student needs (e.g., structured recess, structured lunch, visual schedules).

Use progress-monitoring tools in the classroom (e.g., on-task monitoring form, replacement behavior, ratio of interactions tracking form, reflection sheets, behavior contracts). • Utilize strategies from the Classroom Management Modules. https://www.jefferson.kyschools.us/page/classroom-management-modules

Establish and consistently implement corrective responses for rule violations (e.g., student loses time for valued activity, in-class time-out, time-out in another class, restitution given for property damage, restitution given for relationship damage, positive practice, loss of points of privileges).

Use restorative affective statements and affective questions. https://www.jefferson.kyschools.us/page/culture-climate#behavior-systems

Engage in student-teacher impromptu conferencing with active listening.

De-escalation techniques are taught and modeled.

Continuously assess, seek feedback on, and develop management skills for teachers’ own behaviors and biases.

Create a culturally responsive schoolwide climate.

Create positive schoolwide expectations that are clearly defined and taught.

Continuously teach and reteach schoolwide expectations throughout the year (e.g., schedule for teaching by week/ month, after breaks).

Model and practice expectations in appropriate settings (e.g., cafeteria, hallways, bus, restroom).

Establish a schoolwide acknowledgment system with opportunities for individual and schoolwide recognition.

Effectively and actively supervise in common areas (e.g., all staff in hallways during transitions, hallway sweeps).

Increase supervision in non-classroom settings.

Refer to before- and after-school programs for additional support (e.g., coaches, mentors, club activity sponsors).

Employ targeted strategies for groups of students (e.g., mentoring programs, bullying-prevention lessons for selected students, suicide drop-in centers).

Design social and emotional skills instruction groups (e.g., conflict management, anger management, aggression replacement, empathy building, resilience building, organization skills) that can be used proactively and responsively. https://sites.google.com/a/jefferson.kyschools.us/jcps-tic/page-types

Use universal screeners and assessments to proactively identify students in need of targeted and intensive interventions and supports.

Establish an individual student support, response, or problem-solving team.

Establish in-school conflict-resolution programs (e.g., peer mediation).

Use Restorative Practice strategies (e.g., affective statements and questions, conflict resolution, responsive circles).

Use parent-engagement strategies (e.g., newsletters, family nights, celebrations).

Design support and advisory groups that engage parents, students, and the community.Access additional resources at the following: What Works Clearinghouse (WWC) Practice Guide: Preventing Dropout in Secondary Schools. https://ies.ed.gov/ncee/wwc/PracticeGuide/24

Communicate and collaborate with the parent or guardian.

Use responsive interventions and appropriate referrals (e.g., JCPS Crisis Response Team, Seven Counties Services, school-based services, referrals to Family Resource and Youth Services Centers [FRYSCs], social services).

Refer to school-based mental health professionals. • Mental health evaluation referral (e.g., mobile assessments, counseling services)

Alcohol/Drug evaluation referral (e.g., Substance Abuse IOP)

Threat assessment evaluation referral

Refer to community organizations, including conferencing and community mediation when students have issues with other students or school staff. • Community service

Restorative Practice strategies (Restorative Questions, circles, Re-engagement Plan, Return From Suspension Plan)

Use individual student planning tools (e.g., Behavior Support Plan, Behavior Function Identification Worksheet, Behavior Collection Form).

Create appropriate bus behavior expectations that are clearly displayed and modeled for students.

Greet students each day.

Continuously revisit and review bus behavior expectations throughout the year.

Maintain positive expectations for all students, at all times.

Build positive relationships with students and their families.

Inform students that they have important responsibilities in ensuring group safety.

Give instructions in a positive manner.

Set a good example by following rules yourself—obey traffic laws, be punctual, keep a clean bus, and be courteous.

Foster a positive experience for all students riding the bus.

Positively recognize students who display appropriate behavior on the bus.

Connect with the students on the bus by addressing the students by name and engaging in more positive than corrective interactions.

Temporarily or permanently assign seats for all students on the bus.

Get to know students as individuals so that behaviors can be anticipated.

Assign seats for all students on the bus.

Discuss student behaviors with the parent/guardian.

Review bus behavior expectations with students.

Temporarily move student(s) to or from a seat at time of behavior.

Respond calmly, restating appropriate behavior.

Communicate and collaborate with school administration.

Look for nonverbal clues; listen for verbal clues that might indicate potential misbehavior.

Support student bus behavior plans and other interventions developed with support staff.

For a student with a disability, convene an Admissions and Release Committee (ARC) meeting