Effective classroom management is something that you can see and feel but defining it is more complex.  When systems are in place in the classroom, a perfect marriage of increased academic success and decreased behavior problems occurs. In turn, the climate and culture of the classroom is one of safety where students can thrive.  Randy Spick, Educational Consultant for Safe and Civil Schools, developed the STOIC framework, a multi-tiered system of prevention and intervention that empowers educators.  

STOIC is an acronym that stands for "five puzzle pieces:"

Structure for success

Teach expectations

Observe systemically

Interact positively

Correct calmly

Texas public schools are required to develop and enforce various student discipline policies that follow Texas Education Code and federal law, including a student code of conduct outlining disciplinary actions taken based on student behavior. The Texas Education Agency's (TEA) Student Discipline Program provides guidance to local education agencies (LEAs) and regional education service centers on these disciplinary policies and procedures as well as discipline data reporting requirements outlined in the Texas Education Data Standards.

TEA Guidance

A Multi-Tiered System of Supports (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students.

Positive Behavioral Interventions & Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all student succeed. 

A tiered approach to behavioral interventions is based on a mental health prevention model of three “tiers” of intervention and is considered best practice. Tiers serve as the framework through which decisions about interventions are made. Most often these three tiers are graphically represented in a triangle diagram. The tiers may help prioritize the type and intensity of interventions for behavior that students receive.