Behavior Expectations Matrix Template

Complete the table below by identifying positive, observable expectations for each classroom setting and matching a simple visual cue (e.g., icon, color, or symbol).

Fill in at least 3–5 rows with different classroom settings (e.g., transitions, group work, independent work).

Activity: Scenario Cards for Group Discussion

Use these scenario cards to help groups refine their Behavior Expectations Matrix by considering real-life 4th-grade classroom situations.

Instructions:

1. Divide into small groups and distribute one scenario card per group.
2. Read the scenario and identify which behavior expectation(s) might be unclear or missing in your current matrix.
3. Discuss how you would word the expectation more positively or observable.
4. Share your refined expectation with the whole group.

Scenario Cards

1. Loud Line-Up
   After recess, students line up at the door, but they are talking loudly, pushing each other, and ignoring the “quiet voice” routine.
2. Group Work Off-Task
   During a small-group math activity, two students start passing notes and doodling instead of collaborating on the assigned problem.
3. No Hand-Raising
   In whole-class discussions, students shout out answers without raising their hands. Some call out over others, making it hard to hear the speaker.
4. Slow Transitions
   When moving from independent reading to writing time, students dawdle, wander around the room, and take extra time gathering materials without prompting.
5. Interruptions During Independent Work
   A student repeatedly interrupts classmates by asking questions out loud instead of using a silent signal (e.g., raising hand or placing a “help” card).

Feel free to adapt these scenarios to match your own classroom context and use them to ensure your expectations are clear, positive, and observable.

Reflection Worksheet

1. Which proactive strategy will you implement first in your classroom, and why?

1. Describe the steps you will take to introduce this strategy to your students.

1. How will you monitor and measure the success of this implementation?

1. What potential challenges might you face, and how will you address them?

Behavior Incident Recording Form

Use this form to document Tier 1 behavior incidents objectively. Complete each field immediately following the incident.

Date: ____________________ Time: ____________ Teacher Name: ____________________

Additional Notes:

Review collected data weekly to identify patterns and adjust Tier 1 supports.

Tiered Intervention Strategies Chart

This chart outlines how to select and implement interventions at each MTSS Tier based on the frequency and intensity of behavior incidents. Use data from your Behavior Incident Recording Form to guide decisions and to move students between tiers as needed.

Using the Chart Effectively

1. Collect and review data weekly from your Behavior Incident Recording Form.
   
2. Identify students who exceed the expected incident rate for Tier 1 supports.
3. Implement Tier 2 interventions for those students, monitoring progress closely.
4. For students who do not respond to Tier 2, move to Tier 3: perform an FBA and create a BIP.
5. Continuously reflect and adjust: move students back to lower tiers as they meet goals and reduce problem behaviors.

Remember: Consistency and data-driven decision-making are key to ensuring every student receives the level of support they need to succeed.

Activity: Role-Play Scenario Scripts

Use these scripts to practice delivering responsive Tier 1 interventions. Divide into small groups of three. Assign roles: Teacher, Student, and Observer. Rotate roles so each participant practices every role.

Instructions

1. Read through the scenario script aloud.
2. Teacher practices the responsive intervention as written, using calm, respectful tone and behavior-specific language.
3. Student reads or acts out the misbehavior lines.
4. Observer uses the Behavior Incident Recording Form to note:
   • How the Teacher states the behavior and desired correction
   • Nonverbal cues (proximity, tone)
   • Student reaction and follow-up actions
5. Debrief as a group: discuss what worked well and possible refinements.

Scenario 1: No Hand-Raising

Setting: Whole-class discussion during Reading

Student:
• (shouts) “The answer is twelve!”
Teacher:
• “I notice you answered without raising your hand. Please raise your hand and wait to be called on before speaking.”
Student:
• “Okay.”

Observer Notes:

• Did the Teacher use “I notice…, please…”?
• Was the correction delivered privately or publicly?

Scenario 2: Off-Task Doodling

Setting: Small-group math activity

Student:
• (doodles on worksheet, chatting softly with neighbor)
Teacher (approaching quietly):
• “I notice your pencil is drawing instead of working the problem. Would you rather finish this question now or after recess?”
Student:
• “I’ll finish it now.”

Observer Notes:

• How did the Teacher use proximity?
• Was a choice offered to increase ownership?

Scenario 3: Refusal to Start Work

Setting: Independent writing time

Student:
• “I don’t want to write about my weekend. It’s boring.”
Teacher (low voice):
• “I notice you’re not starting your paragraph. Would you like to begin with the first question or the second question?”
Student:
• “I’ll start with the second question, please.”

Observer Notes:

• Note tone and neutrality of the choice provision.
• Did the Student respond positively?

Scenario 4: Loud Line-Up

Setting: Transition from recess to classroom

Student:
• (lining up but talking and pushing)
Teacher (uses chime, steps forward):
• “I notice people are talking and pushing while lining up. Please use your quiet voice and hands to yourself.”
Student:
• “Sorry, I’ll be quiet.”

Observer Notes:

• Was the signal (chime) effective?
• How specific was the feedback?

Rotate roles and repeat each scenario. After all rounds, discuss as a whole group:

• Which responsive strategy felt most natural?
• What adjustments would make your feedback clearer or more discreet?

Responsive Interventions Exit Ticket Worksheet

1. Which responsive strategy will you implement first this week, and why?

1. How will you document and measure its impact? (e.g., using the Behavior Incident Recording Form)

1. Which student(s) or classroom situations will you focus on when applying this strategy?

1. What support or additional resources will you need to implement this strategy effectively?