Instructional Playbook

Preplanned Continuum of Responses

A preplanned continuum of responses is a core component of effective classroom PBIS. Rather than reacting emotionally or inconsistently when behavior occurs, teachers intentionally select responses that are predictable, instructional, and matched to the student's needs. Having a range of responses prepared in advance helps maintain a positive classroom climate, preserves instructional time, strengthens relationships, and teaches students the behaviors expected for success. Responses should always be the least intrusive intervention likely to be effective, with more intensive supports used only when needed.

A strong continuum of responses is: Predictable - Students know what to expect.

Consistent - Responses are similar across situations and students. Instructional - Behavior errors are treated as opportunities to teach. Relationship-Centered - Preserve student dignity while maintaining high expectations.

Strategy

Description

Examples

Non-Examples

Shawna is drawing on her paper. The teacher ignores her, but states, “I like the way Peter (sitting next to Shawna) has his book out and is following along. Thank you for being responsible and on task.” Once Shawna focuses on her work, the teacher then acknowledges Shawna’s on task behavior. After being asked to get back on task, Amber continues to talk with her friend. The teacher walks by and gently taps her worksheet and continues walking. Ms. Chen notices two students talking with a friend during independent work, so she quietly walks over and stands near their desks while maintaining a calm demeanor. Her close presence helps the students refocus on their task without needing a verbal correction.

Shawna is drawing on her paper instead of having her book out and following along while Sam reads. The teacher stops Sam and says, “Shawna, get your book out and pay attention.” Mrs. Granger glares silently and gives a “thumbs down” at her class while they take too long to get back in their seats. Mr. Rodriguez sees Jamal talking out of turn during a lesson, so he calls out from across the room, "Jamal, please raise your hand before speaking." He remains at the front of the classroom while delivering the verbal correction.

Reinforce the positive behavior of a student near the student engaged in challenging behavior.

Praising Appropriate Behavior

Use gestures, facial expressions, eye contact, or hand signals to communicate expectations and redirect behavior without interrupting instruction.

Nonverbal Cues

Stand closer to a student displaying challenging behavior to provide a calming presence and encourage compliance.

Physical Proximity