Effective Behavioral act Techniques for K-12 Schools: Inside LGL’s BEAM

Top 3 Key Takeaways

1. Behavior needs the same tiered, data-driven rigor as academics. Tiered interventions align behavior MTSS with academic MTSS to improve outcomes and equity.
2. Easy, flexible data capture is non-negotiable. LGL’s BEAM lets staff log majors, minors, and positives on phone or desktop with district-customized menus—no more sticky notes.
3. Dashboards + core site surveys + PD = sustainable change. Role-based views, building-level implementation checks, and targeted professional learning help teams act early, not react late.

For years, Let’s Go Learn has focused on diagnostic assessment that informs instruction—not just “above/at/below.” That same philosophy now powers our behavior work. When behavior systems rely on paper forms, scattered spreadsheets, or one-size-fits-all programs, good data evaporates and implementation erodes.

What students need instead:

• A clear, tiered framework (MTSS) where core (Tier 1) meets most needs, supplemental (Tier 2) supports clusters, and intensive (Tier 3) individual plans are precise and monitored.
• Teacher-friendly tools that make logging expected (positive) and unexpected (incident) behaviors quick and consistent.

Further reading: PBIS.org—What is PBIS? • MTSS overview • Addressing disproportionality: U.S. Dept. of Ed/OSEP

BEAM (Behavior Evaluation and Monitoring) is our new behavior module designed to capture, analyze, and act on behavioral data alongside academics.

Fast, flexible logging (mobile or desktop)

• Two taps, not two pages. Log expected behaviors or minor/major incidents on a phone in the cafeteria, playground, or hallway—or on your laptop in class.
• District-customized menus. Settings (e.g., cafeteria, bus, hall), antecedents, offenses, responses, consequences, and narratives are all client-configurable to match your matrix and vocabulary.
• Save for later if you’re interrupted; submit when you’re done.

👉 Explore LGL solutions: BEAM and our Diagnostic Assessments for Reading & Math to align academics and behavior in one ecosystem.

• Teachers: See only your students—patterns of minors/majors and positive trends (are expected behaviors increasing?).
• Site leaders: Filter by grade, teacher, student, tier, and time—perfect for weekly PLCs and leadership huddles.
• District leaders: Compare across schools and monitor fidelity indicators to plan supports and PD.

Even great tools fail without consistent practices. BEAM includes a Core Behavior Assessment Tool (CBAT site survey) so teams can ensure calibration and fidelity 2–3 times a year, spot training needs, and align language and processes across buildings.

Because BEAM tracks positives and incidents, teams can spot Tier 1 students who are trending in a negative direction before a crisis and intervene early with the right supports.

Q: Can we roster a whole district? Do you support Clever/ClassLink?
A: Yes. LGL supports bulk rostering, including Clever and ClassLink syncs as well as secure file uploads.

Q: What does BEAM track?
A: Majors, minors, and expected (positive) behaviors. Reporting highlights increasing positives and decreasing incidents—especially vital for students at Tiers 2–3.

Q: What’s the Core Behavior Assessment Tool (CBAT)—and why should I care?
A: It’s an implementation alignment tool that checks adult practices, consistency, and training needs. Your building data + student data together tell the full story and guide PD.

Q: Can administrators interact with teacher submissions?
A: Yes. Leaders can filter, review, and follow up (e.g., by grade, teacher, student, tier), calibrate expectations, and support teams with targeted coaching.

Q: What do tiers mean on the dashboard?
A: Students begin at Tier 1. Persistent minors or patterns can elevate to Tier 2, where teams add supplemental supports and monitor progress. Tier shifts are team/admin decisions for fidelity.

Q: We’ve tried PBIS and met resistance. Now what?
A: PBIS is a core component, not the whole system. Pair it with clear Tier 2/3 pathways, consistent adult practices (via CBAT), easy logging, and ongoing PD. This combination turns initiatives into sustained routines.

When behavior systems depend on inefficient paper trails and inconsistent processes, bias creeps in, and disproportionality can grow. Consistent practices, clear tracking, and shared dashboards help teams identify, name, and correct patterns early—before they calcify. See: U.S. Dept. of Ed guidance on significant disproportionality.

• See BEAM in action: Request a walkthrough of BEAM and our role-based dashboards.
• Align academics & behavior: Pair BEAM with LGL’s diagnostic assessments and personalized instruction for a whole-child plan.
• Plan PD with us: Bring your teams (district, building, or PLC) for proven behavior systems training.

👉 Ready to talk? Connect with our team at Let’s Go Learn to explore BEAM, Diagnostics, and Professional Learning for your school or district.