Welcome & Introduction (5 minutes)

(Slide 1: Section 504: Proactive Behavior Strategies)

"Good morning/afternoon everyone! I'm [Your Name/Role], and I'm really excited to dive into some advanced strategies for supporting our students. Today, our focus is specifically on empowering you, our general education teachers, with actionable, Tier 1 strategies that you can implement right away in your classrooms to proactively address and support students with behavioral issues."

(Slide 2: Why Focus on Behavior Today?)

"Before we jump into the 'how,' let's think about the 'why.' In your experience, what's one specific behavioral challenge you face when trying to support students in your general education classroom? Just a quick thought, no need for long stories. Feel free to share with a partner or just reflect quietly."

(Pause for a brief moment, allow partners to share if time permits, or ask for one or two quick shares from the whole group.)

"Thank you for sharing. It's clear that supporting positive behavior is a key aspect of our work. Our goal today is to give you tools that not only help students with 504 plans, but truly benefit all students in your classroom by creating a more supportive behavioral environment."

(Slide 3: Section 504 & Tier 1: Behavioral Focus)

"Let's quickly ground ourselves in what Section 504 means in this context. Remember, a 504 plan is about ensuring equal access to education for students with disabilities that impact a major life activity. For many of our students, their disability can manifest in behavioral challenges that impact their learning. Our focus today, Tier 1 support, is all about universal strategies—proactive tools and approaches that benefit every single student in your classroom by preventing and addressing behavioral issues before they escalate. These are good teaching practices for everyone."

Understanding the 'Why' Behind Behavioral Issues (7 minutes)

(Slide 4: Understanding the 'Why' Behind Behavioral Issues)

"Before we jump into specific strategies, it's crucial we shift our perspective slightly. Often, when we see 'challenging' behaviors, it's easy to label it as defiance or a lack of effort. But for students, especially those with underlying needs, these actions are almost always a form of communication or a symptom of deeper struggles. Behavior is information."

"For example, a student might be acting out due to unmet needs—they could be hungry, tired, or seeking connection. Or perhaps it's sensory overload; the classroom environment might be too loud, too bright, or too chaotic for them. Some students have attention deficits, making it hard for them to stay focused or control impulses. Others struggle with emotional dysregulation, meaning they have trouble managing strong feelings like frustration or anger, leading to outbursts."

"Sometimes, it's simply a skill deficit. Students might lack the social skills to interact appropriately, or problem-solving skills to navigate conflicts. And often, behavior can be avoidance—a student might be avoiding a difficult task, a social situation they fear, or the possibility of perceived failure. When we understand these 'whys,' we can move from reacting to punishing, to proactively supporting and teaching."

Expanded Tier 1 Strategies for Behavioral Issues (10 minutes)

(Slide 5: Tier 1: Proactive Behavioral Strategies (Part 1))

"Let's dive into some practical, Tier 1 behavioral strategies that can make a huge difference in your classroom. First up, Clear & Co-Created Expectations. Don't just post rules; involve students in creating 3-5 positively-phrased rules. When they have ownership, buy-in increases dramatically. Review these daily, especially before new activities, like 'When we transition to group work, remember our rule about respecting others' speaking time.'"

"Next, Consistent Routines & Transitions. Predictability is gold for students struggling with behavior. Post your daily schedule and stick to it. Give verbal warnings before transitions – 'In five minutes, we'll be switching to independent work.' Explicitly teach and practice how you want transitions to look and sound."

"Positive Reinforcement & Specific Praise is about catching them being good! Acknowledge desired behaviors immediately and specifically. 'Sarah, I noticed how quickly you got started on your independent work, that shows great focus!' Use non-verbal cues like a thumbs-up or a smile, and consider a class-wide reward system for collective positive behavior."

"And don't forget Proximity Control & Non-Verbal Cues. Simply moving closer to a student who is off-task or offering a non-verbal cue like eye contact or a gentle tap on their desk can often redirect them without disrupting the entire class. It’s a powerful, quiet intervention."

(Slide 6: Tier 1: Proactive Behavioral Strategies (Part 2))

"Continuing with more strategies. Giving students Choice & Control (within limits) empowers them and reduces power struggles. Offer limited, appropriate choices: 'Would you like to start with problem A or problem B?' or 'Would you prefer to work at your desk or the quiet table?'"

"'First/Then' Statements are incredibly effective for providing structure and motivation. Clearly communicate the sequence: 'First, complete your math problems, then you can work on your drawing.' This helps students understand expectations and what they are working towards."

"Also important are Scheduled Breaks & Calming Spaces. Build in movement breaks for the whole class to help with energy regulation. Additionally, designate a safe, non-punitive 'calm-down' space. This isn't a time-out; it's a place where students can choose to go for a brief, pre-determined break to self-regulate, but you must pre-teach its purpose and how to use it effectively."

"Finally, let's talk about De-escalation Techniques. When a student is escalating, staying calm yourself is crucial. Use a calm, neutral tone. Validate their feelings ('I see you're frustrated') and offer a break. Avoid engaging in power struggles and remember your goal is to help them re-engage, not to punish in the moment."

(Slide 7: Behavioral Strategies: Why They Work)

"These expanded strategies aren't just about managing behavior; they are fundamentally about prevention and skill-building. They work because they introduce predictability, reducing anxiety and uncertainty, which are common triggers for behavioral issues. They offer empowerment, giving students a sense of agency and control over their learning environment. Crucially, they facilitate skill building, teaching self-regulation, appropriate coping mechanisms, and effective communication. Ultimately, they foster a positive climate—a supportive, respectful, and safe learning environment for everyone. This approach shifts us from being reactive to being truly proactive in our behavior support."

Brief Connection: Anxiety & Executive Functioning to Behavior (3 minutes)

(Slide 8: Connecting the Dots: Anxiety, EF & Behavior)

"While our focus today is primarily on behavioral strategies, it's important to briefly connect these areas. Anxiety in students often leads to behavioral issues. This can look like avoidance of tasks, withdrawing from social interactions, irritability, or even difficulty focusing because they're consumed by worry. Similarly, Executive Functioning challenges frequently impact behavior. A student struggling with task initiation might appear defiant, or poor organization skills could lead to frustration and acting out. Impulse control issues are also a direct executive functioning challenge."

"The good news is that many of the proactive behavioral strategies discussed today also indirectly support students experiencing anxiety and executive functioning challenges! By creating clear routines, offering choices, and providing structure, you're building a foundation that helps all students, including those with these underlying needs."

Questions & Wrap-Up (5 minutes)

(Slide 9: Questions & Next Steps)

"We've covered a lot today, specifically focusing on proactive behavioral strategies. What questions do you have about implementing these strategies in your classroom? Is there one particular behavioral strategy you're most excited to try out this week?"

(Allow time for questions and discussion. Facilitate as needed.)

"Before you leave, please grab a copy of the Cool Down Reflection and complete it. Your feedback on this behavior-focused training is invaluable to us."

"Thank you all so much for your engagement and dedication to empowering our students with proactive behavior support!"

Behavior Strategy Handout: Tier 1 Proactive Support

This handout summarizes key universal strategies to proactively support all students, particularly those with behavioral issues. Refer to this guide for practical, actionable strategies you can implement immediately in your general education classroom.

I. Behavioral Issues: Creating a Predictable & Positive Environment

• Clear & Co-Created Expectations:
  • Visually post 3-5 core classroom rules in a prominent location (e.g., on a poster or whiteboard).
  • Ensure rules are positively phrased (e.g., "Use kind words" instead of "No yelling").
  • Review rules and expectations daily or before new activities (e.g., "When we transition to group work, remember our rule about respecting others' speaking time.").
  • Involve students in creating classroom rules for increased buy-in and ownership.
• Consistent Routines & Transitions:
  • Post and consistently follow a daily schedule, reviewing it at the start of each day.
  • Prepare students for transitions by giving verbal and/or visual warnings (e.g., "In five minutes, we'll be switching from reading to math.").
  • Explicitly teach and practice transition procedures until students can execute them independently.
• Positive Reinforcement & Specific Praise:
  • Acknowledge desired behaviors immediately and specifically (e.g., "Sarah, I noticed you started your independent work right away, that shows great focus!").
  • Use non-verbal cues (thumbs up, smile, nod) to reinforce positive behavior discreetly.
  • Implement a class-wide or individual token economy for consistent positive behavior (e.g., marbles in a jar for whole class, sticker charts for individuals).
• Proximity Control & Non-Verbal Cues:
  • Move closer to students who are off-task or showing early signs of agitation without interrupting instruction.
  • Offer subtle non-verbal cues (e.g., eye contact, a gentle tap on the desk, a shake of the head) to redirect without verbal interruption.
  • Provide a quick, quiet verbal reminder of expectations if non-verbal cues are not effective.
• Choice & Control (within limits):
  • Offer limited, appropriate choices within a task to give students a sense of control (e.g., "Would you like to start with problem A or problem B?"; "Do you want to write your sentences with a pen or a pencil?").
  • Allow choices in work location (e.g., "Work at your desk or the quiet table?") when appropriate.
• "First/Then" Statements:
  • Clearly communicate the order of tasks, providing structure and motivation: "First, complete your math problems, then you can work on your drawing."
  • Can be visually represented for younger students (e.g., a

Cool Down Reflection: Proactive Behavior Strategies

Thank you for your participation in today's training! Please take a few moments to reflect on your learning.

1. What is one new behavioral strategy you learned today that you feel confident implementing in your classroom this week?
   
   
   
   
   
   
   

2. How might implementing these Tier 1 behavioral strategies benefit not only students with 504 plans but also other students in your general education classroom?
   
   
   
   
   
   
   

3. What is one question you still have or one area where you'd like more support regarding proactive behavioral interventions?