Classroom Expectations Matrix

How it is used:

School or classroom creates a visual chart outlining expectations (e.g., Safe, Respectful, Responsible) across routines such as hallway, cafeteria, arrival, dismissal.
Helps all students by clearly teaching what behavior looks like in each setting.

Who it can be used with:

All students
Especially helpful for young children, English language learners, and students needing more visual structure

Check-In/Check-Out (CICO)

How it is used:

Students check in with an assigned adult each morning for goals and encouragement.
Students receive feedback throughout the day on a point sheet.
Students check out at the end of the day to review progress.
Data is used for decision-making.

Who it can be used with:

2nd–12th grade
Students with repeated low-level behaviors (e.g., off-task, minor disrespect, incomplete work)

How it is used:

FBA identifies the function of behavior (escape, attention, sensory, tangible).
Team develops an individualized BIP that teaches replacement skills, modifies triggers, and provides reinforcement systems.
Used for students with persistent, high-intensity behaviors who did not respond to Tier 2.

Who it can be used with:

Any grade level
Students with ongoing significant behaviors: aggression, severe disruption, elopement, chronic noncompliance, self-injury, etc.

How it is used:

Tier 1: Teachers give clear, specific praise to reinforce expected schoolwide behaviors (e.g., “Thank you for raising your hand before speaking”).
Tier 2: Used more intensively and frequently for students requiring targeted support (paired with Check-In/Check-Out or small groups).

Who it can be used with:

All grade levels PK–12
Students needing support with attention, motivation, following directions, or low engagement

How it is used:

Weekly small groups targeting skills like self-regulation, problem-solving, turning-taking, conflict resolution, or emotion identification.
Lessons include modeling, role-play, practice, and reinforcement.

Who it can be used with:

Elementary through high school
Students who struggle with social conflict, impulse control, or emotional regulation

How it is used:

Highly individualized, student-centered planning including school staff, family, and outside agencies.
Focus on whole-child needs (academic, behavioral, emotional, family, environmental).
Monthly or weekly team meetings; goals adjusted continuously.

Who it can be used with:

Any student with complex needs across multiple settings
Students with trauma history, mental health needs, chronic behavior patterns, or out-of-school placement risk