A Crowded Classroom Newsletter

Campus Behavior Information from PBIS to CPI and RTI for Bx

Tier 1 Supports

Posting a schedule and expectations are two of the easiest Tier 1 supports to implement in your classroom.


1. A schedule is the Big Picture.

2. It should be written in blocks of time for classroom activities

3. It is a General Sequence of events.

4. Schedule should be simple, but specific enough that students know what is next:

  • Circle Time
  • Math Centers
  • Math Workshop
  • Reading Centers
  • Writing Workshop
  • Recess
  • Lunch
  • Specials
  • Science
  • Social Studies

5. Schedules are predictable patterns that support students social and emotional well being by:

  • helping them feel secure
  • helping understand expectations
  • reducing behavior issues
  • increase rates of engagement

6. Schedules should be a good balance of activities:

  • active v quiet
  • large v small group
  • indoor v outdoor
  • student v teacher directed
  • While you are not in complete control of the events of your day, you can control most of these variables within your assigned blocks of time.

7. PK - 1st grade students benefit from visual schedules because many cannot read yet:

  • Visuals take the guesswork out of knowing what’s next
  • Visuals can be familiar icons for activities - swings for recess, food tray for lunch
  • Visuals can also be actual photos of the event or activity - it's best when the pictures
  • are of student in the classroom participating in the activity appropriately.

A free printable schedule can be found at https://www.teacherspayteachers.com/Product/Schedule-Cards-The-First-Grade-Parade-298601

Setting clear classroom behavior expectations has been proven to make concentrating and teaching in the classroom easier; research has shown that classrooms in which educators have set clear behavior expectations experience nearly 30% fewer disruptions than classrooms in which teachers have not set expectations.

Expectations should be:

1. Clearly Defined Consistent Limits.

2. Positively stated.

3. Operationally defined - Observable & Measurable

4. According to PBIS.org , 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate (of the school) are best.

5. Aligned with campus expectations, if possible. For example, your campus slogan is: “we are responsible, respectful, cooperative, and appreciative of others.” Class rules should support what it looks and sounds like to be all of these things in the classroom.

6. Posted in a highly visible location in the classroom.

7. Referenced when reminding students of expectations.


Whole Class Expectations for all day:

  • Quiet Mouth
  • Pockets in Chair
  • Eyes on Speaker
  • Hands to Yourself
  • Listening Ears

Carpet/Morning Meeting Expectations posted where students can see them on the carpet.

So they know what it looks like to do what you’re asking.

  • Eyes on the speaker
  • Pockets on your dot
  • Hands in your lap
  • Bubble in your mouth
  • Listening respectfully

Expections for Entering the Classroom:

  • Put away backpack
  • Choose your lunch option
  • Start morning work at desk

Transition Expectations:

  • From carpet to table
  • From table to carpet
  • Line up – straight, silent, still
  • Hallway – on the line, silent, eyes forward
  • If your school has posted expectations...know them, teach them, use them.

More information on expectations check out this blog post: https://acrowdedclassroom.wordpress.com/2017/10/12/positive-behavior-supports-expectations/

CPI Strategies

CPI Non Violent Crisis Prevention strategies are much more than restraint holds. The primary focus of the program is a set of de-escalation techniques which include understanding that staff behavior effects student behavior, the importance of nonverbal communication in crisis situations, verbal interventions, precipitating factors, and decision making.

The keys to de-escalation include:

1. Be empathic and non-judgmental: - try not to judge or discount their feelings.

2. Respect personal space - stand at least a foot and a half away from them. Allowing this persona space can reduce anxiety and prevent escalation of behavior.

3. Use non-threatening non-verbals - your tone of voice, facial expressions, and body language say a lot more than you may think. They should convey no emotion.

4. Avoid overreacting - remain calm, rational and professional.

5. Focus on Feelings - facts are important, but in the moment the most important thing is their perception of the situation. As you may have heard "perception is reality" in that moment.

6. Ignore challenging questions to prevent a power struggle. Bring their focus back to the issue or task.

7. Set limits. Keep it simple and clear. Offer choices.

8. Choose your demand wisely. You want to maintain the intent of the original demand, but be flexible and offer options.

9. Allow silence for reflection. Sometimes students need a minute to process the demand and the choices that have been offered.

10. Allow time for decisions. Setting a timer and giving them a minute or two to make the decision to comply if often the key to success.

For more information on de-escalation strategies click on the following links:



I am a certified CPI trainer. If you every have questions about any of these strategies or other CPI supports, please feel free to contact me.

Video on the importance of relationship and rapport building in our classrooms

Gang Leader to Graduate - A Conscious Discipline Transformation

PBIS Update

Currently, there are 5 elementary campuses who have had a team trained to start the School Wide Positive Behavioral Intervention Supports journey. These campuses include Beck, Granger, Hatfield, Schluter, and Thompson. The teams on these campuses are in various stages of setting up and rolling out PBIS to their campuses to support positive behavior, common language, and reduced office referrals, among other things.

This fall we will be adding another 6-8 campuses to this list, including Lakeview, Nance, Peterson, Haslet, Justin

For more information on PBIS check out this link: https://www.pbis.org/school/swpbis-for-beginners

Video on the Good Behavior Game


RTI for Behavior Info

RTI for Behavior follows the same expectations as RTI for Academics. Data should be collected for two weeks, presented to your Behavior Interventionist for support and suggestions on interventions to increase appropriate behavior while diminishing inappropriate behavior. Once these interventions are implemented, data is collected for another two weeks, any further strategies implemented should have two weeks worth of data before the next step is taken. Once all tier one supports are in place and it is clear that a student needs tier two supports, the teacher and BI should sit down and collaborate on necessary tier two supports, put them in ESTAR as a draft, as ask the AP to schedule an RTI meeting. More information on this pricess as well as data collection sheets can be found at https://www.nisdtx.org/departments/student_services/student_support_services/RTI/behavior/

You will need to log in to the district website to access this material.

My Schedule

My schedule is to be on campuses as follows:

Monday - CPI training, Itinerant Staff Meetings, Collaboration with other BI's and the RTI Coordinator. (I am available on some Monday afternoons by appointment. Just ask! )

Tuesday AM - Beck Tuesday PM - Lakeview

Wednesday AM - Granger Wednesday PM - Beck

Thursday AM - Lakeview Thursday PM - Granger

Friday - some CPI training, but otherwise I am on campus by appointment or where needed most.

Rhonda Hardisty - Behavior Intervention Specialist

My function on campus is to support student academic success by training teachers in diminishing behaviors that get in the way of that success. I am a classroom management coach, an RTI for Behavior coach, a certified CPI Instructor, and a School-wide Positive Behavior Intervention & Supports facilitator for Lakeview, Beck, and Granger Elementary's.

Follow me on Twitter or on my blog!