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Achievement First Achievement First

It is our responsibility to create and sustain focused and joyful learning environments where scholars are deeply invested in building the academic and character skills necessary for success in college and life. Strong behavior intervention supports the socio-emotional development of all scholars achieving this goal.

  • Tier II
  • Tier III
  • Grade Level Child Study Teams & Child Study Teams
  • Professional Development Library

Behavioral intervention is the process that provides scholars with systematically intensifying supports in order to achieve the same high behavioral outcomes as thei​r peers. This includes, but is not limited to, individualized engagement strategies, explicit skill building, increased accountability structures, targeted positive reinforcement, and purposeful relationship building. Meeting the needs of scholars and integrating strong support plans into core programming will result in increased academic success for all scholars. ​Behavior Intervention Guidance can be found at AF Behavior Intervention Guidance​. ​Resources are linked below.

Guiding Principles to Implement Behav​​ioral Intervention Support:

  • Strong core culture is foundational.

    Effective routines, high expectations, and authentic engagement are essential foundations to building a vibrant joyous school culture.

  • Early consistent behavior intervention is necessary.

    If we wait until behavior escalates, the process of intervention becomes much more intense and resource consuming. Behavior intervention should be built into the fabric of school culture.

  • Families are the primary partners in behavior interventions work.

    Building relationships and trust is necessary for collaboration in order to best support scholars who are struggling the most.

  • The most successful interventions are least invasive.

    They provide the most authentic interference to reduce the likelihood of the challenging behavior from occurring. They are intentionally matched to the student, situational context, timing, and environment.

  • Explicit skill building is a vital component to intervention.

    Often students are lacking skills which lead to challenging behaviors. They are delayed in the development of crucial cognitive skills, such as flexibility/ adaptability, frustration tolerance, and problem-solving.

  • Decision making is systematic and driven by data.

    Progress monitoring must guide selection, adoption, implementation, and evaluation of intervention decisions. In order to determine the effectiveness of an intervention, it is necessary to obtain baseline data and monitor progress frequently.

  • Behavior Intervention is meant to be temporary.

    It is essential that when behavior support is put into place, there is a plan to de-scaffold support and build student autonomy. When crafting behavior support, it is necessary to carefully plan how a scholar will respond over time and how s/he will build to war ds independence.​