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ERIC Number: EJ940123
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0040-0599
Developing a Classroom Management Plan Using a Tiered Approach
Sayeski, Kristin L.; Brown, Monica R.
TEACHING Exceptional Children, v44 n1 p8-17 Sep-Oct 2011
In this article, the authors present a response-to-intervention (RTI) framework that both special and general education teachers can use in evaluating existing class structures and developing comprehensive classroom management plans for the purpose of managing challenging behaviors. They applied the concept of a three-tiered model of support at the classroom level for individual (or team) teachers. Ultimately, this three-tier support structure would be a part of a schoolwide Positive Behavior Support (PBS) model, but for many teachers or teams who are still addressing behaviors at a classroom level instead of schoolwide the RTI model provides an excellent structure to think about behavioral interventions. Special educators who teach in self-contained, resource, or collaborative classrooms can use the guidelines to create comprehensive classroom management plans. The framework provided includes evidence-based practices that teachers can apply at each tier of support. The plan incorporates guiding questions that direct teachers in selecting those practices that will best meet their context (i.e., grade level) and student population (i.e., students with and without disabilities, students at risk for school failure, students whose first language is not English). (Contains 2 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A