Central Linn Elementary School is committed to providing a safe, welcoming, and supportive learning environment where every child can learn and feel that they belong. We understand that behavior, like academics, involves skills that must be taught, practiced, reinforced, and supported.
Our staff helps students develop the skills needed to participate successfully in school, including self-management, problem-solving, communication, cooperation, responsibility, and respect for others. When a student struggles, our goal is to understand what the student needs, teach appropriate skills, maintain clear expectations, and provide support that helps the student move forward successfully.
Multi-Tiered System of Supports
CLES uses a Multi-Tiered System of Supports, commonly called MTSS, to organize academic, behavioral, social, and emotional support for students. MTSS allows staff to respond early, match assistance to the student’s needs, and monitor whether the support is working.
The three tiers are not separate placements or labels. Every student receives Tier 1 support. Students who need additional assistance may also receive Tier 2 or Tier 3 support while continuing to participate in the schoolwide expectations and instruction provided at Tier 1.
Tier 1: Support for All Students
Tier 1 includes the schoolwide practices, expectations, and routines provided to every student. Staff members teach and reinforce appropriate behavior throughout classrooms, common areas, the cafeteria, playground, buses, and school activities.
Tier 1 support may include:
- Clearly taught school and classroom expectations
- Predictable routines and consistent responses
- Positive acknowledgment of responsible and respectful behavior
- Classroom community-building
- Instruction in problem-solving, communication, and self-management
- Opportunities to practice expected behavior
- Restorative conversations and reflection following problems
- Regular communication between school and families
- Schoolwide review of attendance, behavior, and academic information
Most students are successful with consistent Tier 1 instruction and support.
Tier 2: Targeted Support
Tier 2 provides additional support for students who need more practice, structure, feedback, or adult connection than Tier 1 alone provides. Support is selected according to the student’s identified needs and is monitored to determine whether it is helping.
Tier 2 support may include:
- Regular check-ins with a trusted adult
- Increased encouragement and feedback throughout the day
- Small-group instruction in specific behavioral or social skills
- Targeted goal-setting and progress monitoring
- Additional structure during difficult parts of the school day
- Brief problem-solving or counseling support
- Coordinated communication among staff members and families
- Individual strategies used consistently across settings
Tier 2 supports are generally focused, timely, and designed to help students strengthen specific skills before concerns become more significant.
Tier 3: Individualized and Intensive Support
Tier 3 provides individualized support for students with significant, complex, or continuing needs. The school team works closely with the student and family to understand the behavior, identify possible contributing factors, and develop a coordinated plan.
Tier 3 support may include:
- Individualized behavior goals and support plans
- More frequent adult check-ins and progress monitoring
- Individual counseling or skill-building
- Detailed review of patterns, triggers, strengths, and student needs
- Functional behavior assessment when appropriate
- Safety or crisis planning when needed
- Coordination with special education or Section 504 teams, when applicable
- Collaboration with outside providers when authorized by the family
- Frequent review and adjustment of interventions
Tier 3 is not about punishment. It provides more intensive teaching, structure, and support while maintaining appropriate expectations for student behavior and school safety.
The CLES Student Support Team
Behavior support at CLES is a shared responsibility. Classroom teachers and support staff work closely with specialized personnel and school administrators to provide consistent expectations and coordinated assistance.
Justine Hynes, Behavior Specialist, helps staff understand student behavior, identify effective interventions, develop support strategies, and monitor student progress.
Rod Baney, School Counselor, supports students’ social and emotional development, problem-solving, coping skills, relationships, and connection to school. He also works with families and staff when students need additional assistance.
Sandy Brown, Behavior Support Lead, helps coordinate day-to-day behavioral support and works directly with students and staff to reinforce expectations, practice skills, and implement support plans.
The CLES administrative team provides leadership for the schoolwide behavior system, supports staff and students, communicates with families, and helps ensure that behavioral concerns are addressed fairly, consistently, and in a manner that protects learning and safety.
Together, this team reviews student needs, coordinates interventions, and works with teachers, specialists, students, and families to help each child experience success.
Partnering With Families
Families are essential partners in supporting student behavior. When concerns arise, school staff may contact families to share information, learn what they are observing at home, identify student strengths, and agree on consistent strategies.
Families who have questions or concerns about their child’s behavior are encouraged to begin by contacting the classroom teacher. The teacher can explain what has been observed, describe the supports already in place, and help connect the family with the counselor, behavior team, or administrative team when additional assistance is needed.
Our goal is to address concerns early, preserve each student’s dignity, maintain a safe learning environment, and help every child develop the skills needed to be a successful member of the CLES community.