Being absent is stressful enough without worrying about whether your students with behavior plans will be supported properly. You cannot expect a substitute to implement complex interventions, but you can set them up for reasonable success.
The Reality Check
Substitutes typically receive minimal training. They do not know your students, your routines, or your behavior plans. Expecting perfect implementation is unrealistic. Your goal is:
- Keep everyone safe
- Maintain basic structure
- Minimize regression
- Give yourself something to work with when you return
Essential Information for Subs
The One-Page Overview
Create a single page (per student who needs it) with only what a sub absolutely must know:
Student Quick Reference
- Name and photo (if allowed)
- Key behavior(s) — one or two sentences maximum
- What helps — two or three simple strategies
- What to avoid — specific triggers
- If things escalate — who to call, where to go
What to Leave Out
Do not overwhelm subs with:
- Complete behavior plans (they will not read them)
- Technical terminology
- Complex data collection procedures
- Historical background
- Every possible scenario
The Para Connection
Your Para Is Your Lifeline
If you have a paraprofessional, they become the behavior plan expert when you are out. Brief them on what you need maintained. Make sure the sub knows to defer to the para on behavior matters.
Before your absence (if planned), meet with your para:
- Review which strategies are non-negotiable
- Clarify what can slide for a day
- Discuss how they should handle escalation
- Ensure they know who to call if needed
Simplified Strategies for Subs
Universal Strategies
- Stick to the posted schedule
- Give warnings before transitions
- Use visual timers if available
- Offer choices when possible
- Stay calm—escalation breeds escalation
When Things Go Wrong
- Do not take it personally
- Lower demands—survival mode is okay
- Call for help early, not late
- Document what happened (briefly)
- The regular teacher will handle follow-up
Emergency Contact Chain
Leave clear instructions for who the sub should contact:
- First call: Paraprofessional (if applicable)
- Second call: Neighboring teacher or team member
- Third call: Administrator or behavior specialist
Include names, room numbers, and phone extensions. Make it easy.
When You Return
Debrief with Your Para
Before you even look at sub notes, talk to your para. They know what actually happened.
Reset Expectations
Students often test limits after you return. Plan for a reset day:
- Review routines and expectations
- Acknowledge challenges without dwelling
- Get back to normal structure quickly
- Reinforce students who maintained progress
Good Enough Is Good Enough
A substitute cannot replace you. Accept that some regression may occur. Your job is to make the day manageable for everyone and give yourself a reasonable situation to return to. Simple, clear instructions beat comprehensive plans every time.
References
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
Blue-Banning, M., Summers, J. A., Frankland, H. C., Lord Nelson, L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/10.1177/001440290407000203
Sheridan, S. M., Smith, T. E., Kim, E. M., Beretvas, S. N., & Park, S. (2019). A meta-analysis of family-school interventions and children’s social-emotional functioning: Moderators and components of efficacy. Review of Educational Research, 89(2), 296–332. https://doi.org/10.3102/0034654318825437
Lei, H., Cui, Y., & Chiu, M. M. (2016). Affective teacher-student relationships and students’ externalizing behavior problems: A meta-analysis. Frontiers in Psychology, 7, 1311. https://doi.org/10.3389/fpsyg.2016.01311
U.S. Department of Education. (2021). FERPA general guidance for parents and eligible students. https://studentprivacy.ed.gov/
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- Subs need simple, actionable guidance—not complete behavior plans
- Focus on survival strategies rather than full implementation
- Identify which students need specific attention and which do not
- Designate a go-to person for the sub to contact with questions
- Debrief with your para after you return to assess what happened
About the Author
The Classroom Pulse Team consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
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