CASE Daily Practices

Welcome!
• Advance organizer:
• Review of CASE Basics
• Overview of CASE practices

• Objectives:
• Understand the relationship between
CASE foundations and CASE practices.
• Implement essential CASE practices.

Review: CASE Basics

§ Remember the four keys to the CASE:
🔑 Being supportive and helpful in all situations with students.
🔑 Focusing on appropriate behavior and what’s going well.
🔑 Being proactive and preventative
🔑 Building strong relationships with students

§ The other Big Idea:

§ Think about how we support academic behavior.
§ Now, think about supporting social behavior the way we support
academic behavior.
§ Our students will make mistakes, and we must continue to provide
support to help our students be successful.

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 Overview of CASE practices
§ Matrix defining expected behaviors
§ Behavior-specific feedback (used when reminding, recognizing, and correcting)
§ Daily point sheet
§ Students earn points for meeting CASE expectations.
§ Points translate into CASE Cash.
§ Students can also earn bonus points for going above and beyond.
§ Points also determine a student’s “Step” on the StairCASE.
§ CASE Cash
§ Exchanged at the school store for items (at least 2x/week).
§ Exchanged at the classroom level for privileges and items (daily).
§ Students can also earn C-Notes for extra-awesome behaviors.
§ The StairCASE
§ Four levels (i.e., “Steps”) determined by percentage of points earned.
§ Step is determined weekly, on Thursdays.
§ Students on higher steps have cooler privileges and stuff to earn.
§ Community building time
§ Students (and staff) engage in collaborative activities and discussions to build/strengthen
relationships within the classroom
§ Supportive and helpful responses to inappropriate behavior (covered in separate module)

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Behavior Matrix

Defining the CASE expectations:

The Matrix
§ The CASE expectations are not behaviors.

§ CASE expectations should be defined at the schoolwide level, at the individual

classroom level, and for different school locations (e.g., offices, common spaces,
remote learning).
§ Learners need to know what’s expected of them.
§ Staff need to know what to expect.

§ We use a matrix to define those expectations within the context of common school
and classroom routines.

§ Let’s look at an example.

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 Your school matrix

s
ne
uti
Ro
Sp
ec
ific
,p
be osit
ha ive
Expec vio ly-
tation rs sta
s te
d

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Your classroom matrix

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Your social worker matrix

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 What could intensifying CASE expectations look like?

Individual Student Expectations

Expectation
During Class In Hallway Arrival/Dismissal
Keep hands to self.
Keep hands to self.
Keep hands to self.
Stay 6’ away from
Stay 6’ away from
others. Stay 6’ away from
others.
others.
Safe Stay seated at all
times. Keep eyes straight
ahead. Move to van quickly
and quietly with staff
Ask for a break if escort.
Remain silent.
needed.

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Behavior-Specific Language
§ What is behavior-specific language?

§ We use behavior-specific language to precorrect by reminding students of the

expectations for upcoming activities and procedures.

§ We use behavior-specific language to acknowledge appropriate behavior by letting

students know exatly what they’re doing well.

§ We use behavior-specific language to identify and correct student’s inappropriate

behaviors.

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A closer look: Behavior-specific praise

§ The first response to any behavior meeting our expectations should be a specific
praise statement.
§ Specific praise states the behavior demonstrated, the name of the learner(s),
and includes the expectation if possible.
§ “Courtney, thank you for sitting down quickly when you came into the
classroom.”
§ “William, nice job helping Shannon pick up her books. Really considerate
behavior.”

§ Specific praise is effective because it provides the student (as well as any other
students in hearing range) with a reminder of the specific behavior expected and
tells them exactly what to do next time in order to earn praise. It’s also an effective
way to provide attention to a student – and many student behaviors function to
obtain attention.

§ Remember, just saying one of the CASE expectations does not make your praise
specific – there should be an observable, measurable behavior in your statement!

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 More Overt Reinforcement of Appropriate
Behavior

More Overt Reinforcement of Appropriate Behavior

§ Though effective, behavior specific praise is not always enough.

§ The CASE point sheet aligns with the CASE expectations and is designed to
acknowledge and track appropriate behavior.

§ The primary purpose of the CASE point sheet is to provide students (and their
families) with feedback on how the student is meeting social behavioral
expectations and exhibiting appropriate behaviors.

§ Let’s take a walk through the CASE point sheet.

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The CASE point sheet Student

Defined
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poin ultiply
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Div
 CASE Cash!
§ Every point earned equals one CASE Cash. Case CASH are tracked by each site; let
us know if you need to access the CASE Cash Calculator Excel file, which can help.

§ In addition, students can earn “C-Notes” when they exceed the CASE expectations.

§ C-Notes don’t count in daily percentage of points earned but are added to
students’ overall CASE Cash balances.

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The StairCASE
§ Steps in the StairCASE (i.e., level system):
§ Step One: all students begin here.
§ Step Two: earned when student averages 50%+ of points across five days.
§ Step Three: earned when student averages 75%+ of points across five days.
§ Step Four: earned when student averages 85%+ of points across five days.

§ Steps are determined weekly (i.e., every Thursday afternoon). Steps are determined by
an average of the student’s percentage of points earned for the previous five days (i.e.,
percentage earned each day/number of days). It is expected that students will go up
and down steps.

§ These are the percentage of points earned for Emi during a 5-day period:
Day Friday Monday Tuesday Wednesday Thursday Average
Percentage of
earned 100 95 60 80 85 420/5= 84

§ Emi would remain on Step 3 for the following week.

§ Excused absences would get an “N/A.” Unexcused absences get a 0.

§ Students on higher steps get cooler stuff!

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To simplify:

CASE Cash/
“CASE” CASE Higher
behaviors Points Cool Stuff*
Step

* Cool stuff = access to preferred items, school store, special events, additional
privileges, mentoring opportunities with other students, etc.

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 Daily reinforcement practices recap
§ Daily point sheet
§ Students earn points for meeting CASE expectations.
§ Points translate into CASE Cash.
§ Students can also earn bonus points for going above and beyond.
§ Points also determine a student’s “Step” on the StairCASE.

§ CASE Cash
§ Exchanged at the school store for items (at least 2x/week).
§ Exchanged at the classroom level for privileges and items (daily).
§ Students can also earn C-Notes for extra-awesome behaviors.

§ The StairCASE
§ Four levels (i.e., “Steps”) determined by percentage of points earned.
§ Step is determined weekly, on Thursdays.
§ Students on higher steps have cooler privileges and stuff to earn.

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Community Building Time

§ Why Does It Happen?
§ Morning and Afternoon Community Building time ensures that students start and end
the day with a positive, centering experience. In the morning, we help them acclimate
and get oriented; in the afternoon, we help them reflect and regroup before heading
home. During both, we keep the focus on building relationships and strengthening our
community.

§ When Does It Happen?

§ Morning and Afternoon Community Building time happens during the first 15-20
minutes of each school day (after students arrive) and during the last 15-20 minutes of
each school day (prior to dismissal).

§ Where Does It Happen?

§ Morning and Afternoon Community Building time happens in each classroom.
Occasionally, a site may wish to bring the entire school community together for a special
activity during this time, but that should only be done as appropriate and at the site
leadership’s discretion.

Resource: The Community-Building Guide created by the Behavior Support Team

includes examples of multiple different activities. Let us know if you need access!
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Wrapping up
§ Remember, CASE is not just a point sheet or four words. CASE is a comprehensive
behavior support system that includes multiple evidence-based practices, including
those covered today: defining expectations, behavior-specific language, point
sheet, token economy, level system, and focused community-building time.

§ Each site has specific reinforcement and response to inappropriate behavior

documents that will guide their daily CASE practices.

§ All practices within CASE are designed to support our four keys:
🔑 Being supportive and helpful in all situations with students.
🔑 Focusing on appropriate behavior and what’s going well.
🔑 Being proactive and preventative
🔑 Building strong relationships with students

Reach out to us anytime! behaviorsupport@sesischools.com

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