Behavior Management

5 Star Students supports campus participation, recognition, rewards, event attendance, hall passes, surveys, and related student-engagement workflows. School staff use the selected tools to organize activities and review participation beyond the academic gradebook.

Event attendance and recognition records describe participation beyond academic grades. School staff connect those activities with current student identities and consider which opportunities were available before comparing engagement. Recorded participation reflects both available opportunities and the way activity is captured. School teams preserve that context when using an engagement view for outreach or program review.

BIMAS-2 is a standardized behavior and social-emotional assessment system. Educators complete rating forms to document observed concerns and adaptive strengths, identify possible support needs, and examine change over time.

Rater, setting, scale, and date give a behavior rating its meaning. Student-support teams preserve that context when comparing responses or discussing change alongside other evidence about the learner. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.

eduCLIMBER is a whole-child MTSS data and intervention platform from Renaissance. It brings academic, attendance, behavior, social-emotional, assessment, and intervention information together so school teams can identify needs, create support plans, monitor progress, and review whether services are producing results.

A combined student view depends on aligning records from several programs and time periods. Support teams coordinate plans, responsibilities, and progress reviews while source owners maintain the underlying data. Combined data and support actions need clear ownership. A source-system result, an intervention plan, and a completed service remain different parts of the student’s history.

Emote Connect is a student emotional check-in and support-request platform. Students can share how they are feeling, identify what is contributing to that feeling, and request help from a trusted adult; staff receive information intended to support timely outreach and follow-up.

A student’s check-in connects an expressed concern with a request for adult attention. School teams assign review and follow-up responsibilities. Collection must be connected to a human review process. The school’s procedures determine who follows up, how promptly, and where any subsequent support is documented.

SchoolMint Hero is a schoolwide behavior and attendance management system. Staff use shared expectations to recognize positive behavior, document infractions, manage tardies and referrals, and trigger consistent follow-up.

Shared behavior definitions make records comparable across classrooms. Administrators connect referrals and follow-up with the right student, while teachers use that history to coordinate support and consistent expectations. Recording practices influence apparent patterns. Teams consider context, consistent definitions, and the population represented before comparing classrooms, schools, or student groups.

Linewize Classwize, now presented as Classroom Manager, gives teachers visibility into student web activity during lessons. Teachers can view supported screens and tabs, share resources, and apply lesson-specific access controls within district policy. School IT staff manage the underlying deployment and permissions.

The class roster and device relationship determines which activity a teacher can guide. IT staff maintain the deployment, while teachers apply lesson-specific controls within district policy. The instructional session has a narrower purpose than whole-device administration. Teachers and IT staff coordinate class access and the controls appropriate to the lesson.

Linewize Pulse provides recurring student-wellbeing check-ins. Students share how they are feeling and can request contact with a trusted adult, while authorized school staff review the responses and coordinate outreach.

Recurring responses describe how students report their experience at particular times. School teams coordinate who reviews concerns, contacts students, and records follow-up within the wider support process. Collection must be connected to a human review process. The school’s procedures determine who follows up, how promptly, and where any subsequent support is documented.

LiveSchool is a schoolwide positive-behavior and culture platform built around a shared points rubric. Teachers and other staff can recognize students from a browser or mobile device, attach comments, and use the same expectations across classrooms, while students and families can follow progress through their own accounts.

Recognition data reflects both student activity and staff use of the shared rubric. School teams consider participation and consistency of implementation when discussing patterns across classrooms. Recording practices influence apparent patterns. Teams consider context, consistent definitions, and the population represented before comparing classrooms, schools, or student groups.

Minga is a school operations, behavior, and engagement platform that combines digital hall passes, tardy management, positive behavior and rewards, negative behavior and consequences, digital student IDs, flex-time scheduling, and school communication. It is designed to replace several separate campus tools with one daily workspace for teachers, students, and administrators.

Passes, recognition, IDs, and activities create distinct records around the same student. School teams coordinate membership and follow-up so a combined operational view preserves the purpose of each record. Recorded participation reflects both available opportunities and the way activity is captured. School teams preserve that context when using an engagement view for outreach or program review.

Panorama Student Success is an MTSS and student-support platform that combines academic, attendance, behavior, assessment, survey, and intervention information. It helps educators identify students who may need support, create plans, coordinate services, and monitor progress from a shared whole-child record.

An MTSS view brings together records produced by different people and systems. Support teams coordinate student matching, intervention ownership, and progress review while source owners maintain the underlying measures. Combined data and support actions need clear ownership. A source-system result, an intervention plan, and a completed service remain different parts of the student’s history.

PBIS Rewards is a schoolwide platform for operating a Positive Behavioral Interventions and Supports program. Staff recognize students with digital points tied to school expectations; students redeem those points through stores, events, or raffles; and administrators review usage and outcome data instead of managing paper tickets and disconnected records.

Points connect a student, expectation, staff action, and redemption history. School leaders review how consistently recognition is used before drawing conclusions about participation or behavior patterns. Recording practices influence apparent patterns. Teams consider context, consistent definitions, and the population represented before comparing classrooms, schools, or student groups.

PowerSchool Behavior Support, formerly Kickboard, is a schoolwide system for PBIS, behavior documentation, referrals, interventions, rewards, and family communication. It gives staff a common way to record positive and corrective behaviors in real time and helps administrators turn those daily records into actionable information about students, locations, expectations, and implementation.

Positive recognition, referrals, interventions, and contact records represent different actions. School teams coordinate definitions and follow-up so the behavior history remains interpretable across staff and classrooms. Recording practices influence apparent patterns. Teams consider context, consistent definitions, and the population represented before comparing classrooms, schools, or student groups.

RAAWEE's Truancy and Dropout Prevention System is an attendance-intervention and case-management platform. It helps districts identify students with attendance problems, document outreach and interventions, generate required communications, and maintain a consistent record as cases move from early prevention through more formal truancy processes.

An attendance concern develops into a case with outreach, interventions, and outcomes. Attendance teams need current enrollment and absence context to distinguish unresolved barriers from already completed follow-up. A case record supports continuity as staff or school assignments change. Teams coordinate access, responsibilities, and the date of the next planned review.

ScholarChip Attendance uses smart credentials and capture devices to record student presence events at configured school locations or transportation points. School staff use the event information within their attendance and accountability procedures.

A scan documents a presence event at a particular time and location. Attendance staff reconcile that event with schedules and local rules before using it within the official attendance process. A captured event provides evidence that staff interpret within attendance rules. Student identity, schedule, and school-day context remain necessary for the official record.

ScholarChip ABE supports behavior documentation and intervention workflows. Staff create referrals, administrators review concerns and assign responses, and school teams maintain a history of actions and follow-up around the student.

Referrals, assigned interventions, and resolution records describe successive actions around a concern. School teams coordinate definitions and follow-up so a history remains useful as students change classrooms or schools. Recording practices influence apparent patterns. Teams consider context, consistent definitions, and the population represented before comparing classrooms, schools, or student groups.

School-Connect is an evidence-informed social-emotional, academic, and life-skills curriculum for grades 6–12. Teachers use multimedia lessons, student activities, videos, discussions, and reflection to build self-awareness, communication, emotional regulation, relationships, conflict resolution, academic habits, mental health skills, and college and career readiness. Lesson participation and reflection provide evidence within an advisory or classroom program. School teams connect that work with local academic and relationship goals while individual concerns follow the designated support process.

Securly Pass is a digital hall-pass and student-movement system with an added PBIS recognition module. Schools use it to manage pass requests, limit hallway traffic, prevent selected student meetups, track tardies and time out of class, and maintain a real-time picture of student movement.

A pass connects student identity with permission, destination, and elapsed time. School teams coordinate roster accuracy and review patterns while keeping movement activity distinct from formal attendance and disciplinary decisions.

SimplDiscipline supports school discipline and referral management. Teachers submit behavior concerns, while administrators review the shared queue and document actions, family contact, and resolution.

A referral connects the reporting staff member, student, incident, and subsequent action. Administrators coordinate follow-up and resolution so the history remains usable across classrooms and school staff. Recording practices influence apparent patterns. Teams consider context, consistent definitions, and the population represented before comparing classrooms, schools, or student groups.

SmartPass is a digital hall-pass and student-movement platform. Students request passes, staff approve or issue them, and schools apply limits and safety rules while maintaining a real-time view of who is out of class, where they are going, and how long they have been away.

A pass records a student’s approved destination and time outside class. School staff connect that event with current rosters and follow-up, while distinguishing movement records from official attendance determinations.

STOPit Solutions provides anonymous reporting, incident management, and school-safety communication tools. Students, families, and staff can report bullying, threats, self-harm concerns, harassment, weapons, or other safety issues through app, web, or hotline channels, while designated personnel receive alerts and manage the response.

A report begins a review process. Designated responders coordinate triage, documentation, and follow-up while managing access to sensitive case information. An alert or report is information for human review, not a diagnosis or established finding. Authorized responders follow local procedures and document the resulting decisions.