Each one, teach one.

CLR-PBIS Tier 2 Support Options

  • Assessing PBIS Implementation with a CLR Lens

    This 90-minute PLE provides a more in-depth look at how to assess PBIS implementation through the use of CLR assessment tools.

    It includes a deep investigation of the CLR Discipline Framework Fidelity Assessment Tool©, which is used in conjunction with the TFI v3.0, the CLR-PBIS/MTSS Classroom Assessment© (a CLR version of the TFI Classroom Tracker), and the CLR-PBIS/MTSS Common Areas Assessment© (a CLR version of the TFI Common Areas Tracker).

    Note: If a school or district has not used the CLR Discipline Framework Fidelity Assessment Tool© to assess the fidelity of its PBIS/MTSS framework with a CLR lens (this occurs in the 6-hr universal foundational PLE), they must begin with this targeted PLE.

  • Identifying and Selecting School-wide Behavioral Expectations That Are CLR (PBIS/MTSS Tier 1 Practice)

    This 90-minute PLE delves more deeply into the process of identifying and selecting school-wide behavioral expectations that are CLR.

    It also focuses on the process of developing school-wide and classroom behavioral matrices that are CLR and incorporate the concept of situational appropriateness as it relates to commonly misunderstood cultural behaviors of underserved students.

  • How to Explicitly Teach Students the CLR Schoolwide Behavioral Expectations Using CLR Methods (PBIS/MTSS Tier 1 Practice)

    This 90-minute PLE focuses on the process of planning lessons and teaching school-wide behavioral expectations using CLR teaching methods, including incorporating the concept of situational appropriateness.

    It also focuses on how to check for understanding and how to assess students’ levels of learning of the behavioral expectation.

  • Identifying and Selecting CLR Procedures For Encouraging Cooperation with CLR Schoolwide Expectations (PBIS/MTSS Tier 1 Practice)

    This 90-minute PLE provides a more in-depth look at the process of identifying methods for positively reinforcing expected behaviors that are CLR and age-appropriate.

    It also covers assessing the effectiveness of current or proposed positive reinforcement procedures and a discussion of varying philosophies regarding positive reinforcement (e.g., extrinsic reinforcement versus intrinsic).

Identifying “Problem” Behaviors with a CLR Lens (PBIS/MTSS Tier 1 Practice)

This 90-minute PLE provides a more in-depth examination of the process for identifying “problem” behaviors through a CLR lens, ensuring that common cultural behaviors of underserved students are not mischaracterized as “problems” or egregious.

It also includes the use of the CLR 4-Column Chart Method© for categorizing behaviors as cultural, minor (which should be staff-managed), and major (which needs to be managed by administrative personnel).

Note: This is Part 1 of a two-part PLE, so both need to be selected together. Part 2: Identifying and Selecting CLR Procedures for Discouraging “Problem” Behaviors.

Understanding “Blindspots” (i.e., Unconscious Biases) About Cultural Behaviors of Underserved Students

This 90-minute PLE guides participants in examining their thinking for “blindspots” (i.e., unconscious biases) they may have about cultural behaviors of underserved students.

It includes a discussion of how these “blindspots” can impact education professionals during vulnerable decision points.

Using Evidence-Based Decision-Making for Equitable Discipline

This 90-minute PLE focuses on the collection, monitoring, and dissemination of discipline data (e.g., ODRs, suspensions, and expulsions) with a CLR lens.

It also includes a focus on evidence-based decision-making (EBDM), as opposed to data-based decision-making, for evaluating discipline data.

Identifying and Selecting CLR Procedures For Discouraging “Problem” Behaviors (PBIS/MTSS Tier 1 Practice)

This 90-minute PLE provides a more in-depth look at the process of identifying and selecting CLR methods for responding to various behaviors based on their categorization (e.g., cultural, minor/staff-managed, and major/office-managed)

It also includes modeling how to respond to common cultural behaviors in a CLR manner and a CLR discipline decision-making process that helps teachers and staff use CLR methods when experiencing vulnerable decision points (i.e., when they are most susceptible to implicit or explicit biases).

Note: This is Part 2 of a two-part PLE, so both need to be selected together. Part 1 is Identifying “Problem” Behaviors with a CLR Lens.

CLR Office Disciplinary Referrals (ODRs)

This 90-minute PLE offers a more in-depth examination of the CLR Office Disciplinary Referral Decision Tree©.

It also includes how to examine ODR forms for subjective language (e.g., disrespect, disruption, and defiance) that often gets misapplied to the cultural behaviors of underserved students.

Aligning Tier 2 and Tier 3 Supports with CLR

This 90-minute PLE focuses on empowering Tier 2 and Tier 3 support team members with a CLR lens to ensure an equitable referral process.

It also focuses on identifying and developing CLR Tier 2 interventions, CLR wraparound supports, and CLR functional-behavior assessments (FBAs).