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The summary outlines seven recommendations, with evidence levels, emphasizing clear expectations, reminders, positive attention, instructional choices, frequent opportunities to respond, self-monitoring and reflection, and behavior ratings for 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2025001  \nU.S. DEPARTMENT OF EDUCATION  \nA publication of the National Center for Education Evaluation atIES  \nStudents succeed in school environments that support them in demonstrating prosocial and positive behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students and decreased likelihood of academic success. Behavioral interventions can help students engage in positive behaviors, contributing both to their individual education success and to the success of their peers in the classroom.  \nThe purpose of this practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, is to provide guidance on implementing teacher-delivered, low-intensity behavioral interventions in grades K–5 classrooms. The overarching aim of the recommendations is to help teachers support students in demonstrating positive behaviors in the classroom so that students and their classmates can engage in learning. The recommended strategies are intended to complement existing schoolwide behavioral programs and apply to both general education classrooms and separate classrooms. The recommendations also support the teaching of positive behaviors that students can generalize to other settings and relationships.  \nThis summary introduces the seven recommendations and supporting evidence described in the full practice guide.  \nRecommendation 1 introduces a process to co-establish, model, and teach clear expectations for student behavior consistent with schoolwide expectations (when these are present) .  \nClear behavior expectations are foundational to the other recommendations in this practice guide. Recommendation  \n2 and Recommendation 3 focus on practices to remind students to engage in expected behaviors and to acknowledge students when they demonstrate those expected behaviors.  \nRecommendations in this practice guide:  \n1. Co-establish, model, and teach clear expectations for student behavior consistent with schoolwide expectations Strong Level of Evidence  \n2. Remind students to engage in expected behaviors  \nStrong Level of Evidence  \n3. Acknowledge students for demonstrating expected behaviors through positive attention, praise, and rewards Strong Level of Evidence  \n4. Offer instructional choices to students to increase engagement and agency Moderate Level of Evidence  \n5. Provide students frequent and varying opportunities to respond to and engage in activities  \nModerate Level of Evidence  \n6. Teach students to monitor and reflect on their own behavior Moderate Level of Evidence  \n7. Use behavior ratings to provide feedback to students  \nStrong Level of Evidence  \nWWC 2025001 Teacher-Delivered Behavioral Interventions in Grades K–5 | Practice Guide Summary | 1  \nRecommendation 4 and Recommendation 5 focus on practices that offer instructional choices to students and provide opportunities for students to respond to and engage in learning activities. Recommendation 6 and Recommendation 7 focus on ways to teach students to self-monitor and reflect on their own behavior and to use behavior ratings to provide feedback to their peers.  \nFor more details about the recommendations and more implementation tips, download your free copy of the full practice guide from the What Works Clearinghouse website: [https://ies.ed.gov/ncee/WWC/](https://ies.ed.gov/ncee/WWC/)[ ](https://ies.ed.gov/ncee/WWC/)[PracticeGuide/31](PracticeGuide/31.)[.](PracticeGuide/31.)  \nWWC 2025001 Teacher-Delivered Behavioral Interventions in Grades K–5 | Practice Guide Summary | 2  \nRecommendation 1. Co-establish, model, and teach clear expectations for student behavior consistent with schoolwide expectations  \nTeachers can proactively address students’ behavioral needs by establishing a supportive classroom climate guided by positive behavior expectations. Ide","cbCaieLDuOmnNUnd","https://ap.wps.com/l/cbCaieLDuOmnNUnd","pdf",489753,26,"English","# Recommendation Overview\n## Seven Teacher-Delivered Strategies (with Evidence Levels)\n## Recommendation 1: Co-establish, Model, and Teach Clear Expectations","[{\"question\":\"What is the purpose of the practice guide summary for grades K–5?\",\"answer\":\"It provides guidance for implementing teacher-delivered, low-intensity behavioral interventions so students can demonstrate positive behaviors and increase learning opportunities in K–5 classrooms.\"},{\"question\":\"What does Recommendation 1 focus on?\",\"answer\":\"Recommendation 1 guides teachers to co-establish, model, and teach clear expectations for student behavior that are consistent with schoolwide expectations.\"},{\"question\":\"How do the recommendations support student engagement in learning activities?\",\"answer\":\"They include offering instructional choices, providing frequent and varying opportunities to respond, and teaching students to monitor and reflect on their own behavior while using behavior ratings to provide feedback.\"}]","Teacher-Delivered Behavioral Interventions in Grades K–5 - Practice Guide Summary | PDF",1792062809,66]