Best For
Teams this article is built to help
Category: Teacher Resources
Evidence
What backs this guide
Curated references are cited at the end of the article.
Materials
What you can leave with
- Condensed key takeaways
Summer Resource Roundup
Use these quieter weeks to build systems that will save you time when the school year begins. A well-organized toolkit makes everything easier.
The Toolkit Audit
Before adding new resources, assess what you currently have and what you actually use.
Keep
- Resources you used regularly last year
- Templates that streamlined your workflow
- Data collection methods that provided useful insights
Release
- Templates you printed but never used
- Complex systems that created more work
- Resources that do not match your student population
Essential Toolkit Components
1. Data Collection Systems
ABC data forms, frequency charts, duration trackers, interval recording sheets. Choose formats that match your teaching style.
2. Visual Supports Library
First-then boards, token economies, visual schedules, calm down strategy cards. Pre-made and ready to laminate.
3. Intervention Strategy Bank
Organized by function (attention, escape, tangible, sensory) with implementation guides for each.
4. Communication Templates
Parent communication logs, behavior summary formats, IEP meeting data presentations.
Professional Development Priorities
Summer Learning Recommendations
- Function-based thinking: Deepen understanding of the four functions
- Trauma-informed practices: Recognize trauma responses vs. behavior problems
- Data visualization: Present behavior data more effectively to teams
- De-escalation techniques: Crisis prevention and intervention strategies
Start Small, Build Consistently
You do not need to overhaul everything this summer. Pick one area to strengthen, build that system well, and add from there. A focused toolkit you actually use beats a comprehensive one gathering dust.
References
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/10.1901/jaba.2003.36-147
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197
Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12(3), 168–181. https://doi.org/10.1177/10634266040120030401
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224–236. https://doi.org/10.1177/10983007050070040401
Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87–94. https://doi.org/10.1177/1053451210374986
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Stormont, M., Reinke, W. M., Newcomer, L., Marchese, D., & Lewis, C. (2015). Coaching teachers’ use of social behavior interventions to improve children’s outcomes: A review of the literature. Journal of Positive Behavior Interventions, 17(2), 69–82. https://doi.org/10.1177/1098300714550657
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4–16. https://doi.org/10.1177/109830070200400102
Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120–136. https://doi.org/10.1177/0014402919855331
Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2016). Direct behavior rating: Linking assessment, communication, and intervention. Guilford Press.
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., Christ, T. J., Briesch, A. M., Chanese, J. A. M., & Kalymon, K. M. (2013). An evaluation of the generalizability of direct behavior rating single-item scales to measure academic engagement across raters and observations. School Psychology Review, 42(4), 407–421.
Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single-item and multiple-item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41(3), 246–261.
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223
Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers' perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177–191. https://doi.org/10.1177/1053815118771391
Put This Into Practice
Turn the article into action with ready-to-use materials and next steps.
Key Takeaways
- Audit your current resources and identify gaps before the new year
- Curate data collection tools that match your actual workflow
- Build a library of evidence-based intervention strategies
- Plan professional development that targets your growth areas
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About the Author
The Classroom Pulse Team consists of former special education and behavior support professionals who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
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