Navigating the behavior LRE continuum: 5 steps for success at any stage

Elementary teacher and students looking at a globe in a classroom

Any teacher or administrator knows that classroom behavior directly correlates to a student’s academic success. As behavior issues are resolved, students improve measurably, as does the climate of the classrooms/schools. I think we can all agree behavioral issues are complex and cannot be resolved with easy fixes. In my experience, what is most successful is when teachers, administrators, and parents gather to discuss the issue around the concept of behavior continuums. By looking at providing help through this rubric, it becomes much easier to coordinate the support a student needs from the many people and places.

The decision to “place” a student in a more restrictive setting can be extremely difficult and taxing on school officials and their ability to provide the needed services. As shown in a report from the National Center for Statistics (2012), 1 out of 5 students will be serviced in a more restrictive classroom. So in any school, we know that this issues isn’t just for a few students, but for a significant number.

Service Delivery Methods


The other decisions surrounding the behavior continuum discussion are challenging and need to be supported by good quality data and information. Technology has been developed to help make these tough decisions. The program that I work with is Review360. We have worked hard to build what we call, the “5 Steps for Success” that are incorporated into a progress monitoring system. This system provides the needed resources to make these tough decisions.

We researched and discovered that 85% of teachers have not received training on how to manage classroom behavior. That is one of the reasons why we developed the “5 Steps for Success.” We wanted to help all school personnel more easily identify the following areas: Track, Aggregate, Analyze, Intervene, and Communicate.

Step 1 – Track: focuses on observing and identifying a student’s behavior.

Step 2 – Aggregate: focuses on gathering information from all stakeholders and databases to provide a comprehensive profile of the student’s behavior.

Step 3 – Analyze: focuses on processing, synthesizing and ultimately analyzing the data that has been collected on the student’s behavior.

Step 4 – Intervene: focuses on the actions (strategies & interventions) put in place to improve student behavior and progress.

Step 5 – Communicate: focuses on ensuring there is a systematic approach to communicating all progress, regression, program changes to all stakeholders involved with the student.


Once these are identified, they can work together to build the needed plan for each student. One story that I really like illustrates how these steps work together and the impact on the student.

Kevin’s Story

School officials were able to help Kevin go from handcuffs to a cap and gown. Working collaboratively, the decision-making team members were able to focus on the main behavioral issues, and systematically collect consistent, reliable data in order to Track the student. All parties involved in his progress had access to the real-time, live data showing the Aggregate regression or progression Kevin was making. This data provided the opportunity to run reports utilizing aligned verbiage to best Analyze what was happening with him. In accordance to what the data was showing, school personnel were able to Intervene appropriately with the needed strategies in conjunction with Kevin’s goals. As all of this was happening, the school administrators were able to Communicate any and all regression and progression with everybody involved in an efficient and effective manner. Each and every step provided the essential ingredients to move a student from troubled to triumphant.

Kevin’s story is one that could be told about many students across the country, but the stories of those that weren’t triumphant could be told as well. How can we help more students become successful like Kevin? Let’s discuss this topic at my upcoming interactive town hall-style webinar, Equality AND Equity: Leveling the Playing Field so Everyone Can Play, Wednesday, March 30, 12 p.m., EDT. Bring your questions and let’s have a great discussion during this first of several town hall meetings we are planning.

Hunches, gut feelings, and intuition are sometimes the first ways of identifying children with behavioral and emotional disorders. But knowledge about what behaviors should cause concern and when to take action are more helpful for the teacher. Attend our upcoming professional development webinar, Best Practices for Addressing Behaviors of Concern, Wednesday, July 20, 12 PM, ET.

More info about other webinars and town halls is located on our Behavior Matters website.


About the Author

Adam Bauserman has nearly 20 years of experience in education as both a general education and special education teacher as well as a behavior specialist and instructional specialist. His experience has been in Colorado, Indiana, and Texas. He has also served as an instructor at Ball State University and a state project coordinator for the state of Indiana. Adam joined Review360 in 2014 as an implementation specialist. His role is to train and support all stakeholders utilizing Review360 by providing ongoing educational professional development. Connect with Adam on Twitter @DoctorBehave