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Overall: Classroom Management Guide
The Classroom Management Guide weaves together best practices from separate initiatives (e.g., trauma informed practices, restorative practices, PBIS, SEL, Responsive Classroom, etc.) with the intention of offering teachers a single classroom-centered resource filled with effective strategies for behavior support at the Primary Prevention level of MTSS. This resource was developed in collaboration with leaders from SCRED’s member districts through our Mental Health Work Group.
Positive Behavior Interventions & Supports (PBIS)
PBIS is an implementation framework that is designed to enhance academic and social behavior outcomes for all students by (a) emphasizing the use of data for informing decisions about the selection, implementation, and progress monitoring of evidence-based behavioral practices; and (b) organizing resources and systems to improve durable implementation fidelity. A PBIS approach to behavior change incorporates proactive, positive (non-punitive), and instructional strategies exercised over time with consistency. These strategies involve establishing settings, structures, and systems to facilitate positive behavior change.
Click here to access the PBIS Resources Folder
Trauma-Informed Practices
The implementation of a trauma-informed approach is an ongoing organizational change process. A “trauma-informed approach” is not a program model that can be implemented and then simply monitored by a fidelity checklist. Rather, it is a profound paradigm shift in knowledge, perspective, attitudes, and skills that continue to deepen and unfold over time. Some leaders in the field are beginning to talk about a “continuum” of implementation, where organizations move through stages. The continuum begins with becoming trauma aware and moves to trauma-sensitive to responsive to being fully trauma-informed.
Click here to access the TIP Resources Folder
Restorative Practices (RP)
“Restorative Practices are a framework for building community and for responding to challenging behavior through authentic dialogue, coming to understanding, and making things right.” It is not a program or an add-on; it is a philosophy. It focuses on separating the deed from the doer. “To be ‘restorative’ means to believe that decisions are best made and conflicts are best resolved by those most directly involved in them. The restorative practices movement seeks to develop good relationships and restore a sense of community in an increasingly disconnected world. These practices have been applied in justice systems, families, workplaces and neighborhoods, as well as in schools.”
Click here to access the RP Resources Folder
Social Emotional Learning (SEL)
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. For a growing number of schools and districts, SEL has become a coordinating framework for how educators, families, and communities partner to promote students’ social, emotional, and academic learning. SEL is embedded in their strategic plans, staffing, professional learning, and budgets. It guides their curriculum choices and classroom instruction — both direct practice in SEL as well as integrated instruction with reading, math, history, and other core subjects.
Click here to access the SEL Resources Folder
Determining Evidence-Based Programs
Effective Social Emotional Learning Programs: Elementary CASEL Guide
Effective Social Emotional Learning Programs: Secondary CASEL Guide
Intervention Resources
Early Childhood Academic Interventions (Link to Early Childhood Page)
K-12 Academic Interventions (Link to Social Behavior page)
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