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U4M4A3: PBIS (Anxiety (Tier 2 (Data Tracking :pencil2: (With a formal BIP,…

- - - - Use a BIP plan for anxiety, similar to the one from PBIS. For Ray, it can be modified to his/his parents's situation. Some of the methods included in this plan are rewards, praise, and breaks.The plan will be made collaboratively between the teacher, administration, and the parents.
        
        PBIS Anxiety BIP
    - - I would continue the relaxation techniques from Tier 1, and modify the time and location depending on how the exercises are working for the student.
    - - Ray can develop self awareness and responsibility with self monitoring. Because he is a kindergartner, something simple like this picture would be suited to him. I would change the pictures of activities to things that happen in the English lesson, like story time. I would also include three emotions for each activity so he could check what activities are the hardest for him.
    - - With a formal BIP, the PBIS Behavior/Intervention tracking chart would be the best way to track interventions systematically.
        
        Behavior/ Intervention Data Tracking Sheet
      - Weekly updates to the parents via emails/phone calls.
  - - - Since formal help for mental health can be difficult to discuss with students and parents, I am choosing to use it in Tier 3. Ray would be having severe problems functioning in class, and counseling would give him a more private, comfortable setting in which to further work through his anxiety.
    - - The BIP would be updated depending on the situation. Despite receiving more outside help in Tier 3, an in- class supportive structure is still needed.
    - - At this point, Ray would still be having serious issues in his studying due to his anxiety. The teacher would no longer have the resources to provide adequate support. A mentor would be useful to support Ray in a casual way.
    - - The same tracking sheet from Tier 2 would be modified and used.
      - Weekly updates to the parents via emails/ phone calls. Monthly parent/ teacher conferences added to continuously update the BIP.
  - - - Deep breathing can help even very young students. The teacher takes time to teach the class a simple deep breathing exercise. Before switching activities, the class can practice together. In Ray's case he could learn to ask the teacher to either initiate a group or individual exercise. This will redirect Ray's attention from his anxious thoughts.
        
        Rainbow Breath
    - - Validate, normalize, identify specific times of success, and instill confidence (PBIS World, n.d). Whenever Ray seems to start shutting down, follow those steps. For example, when he says that he would rather watch than sing, I would say, “Yes, it is hard to sing in front of your friends. Everyone feels that way sometimes. Remember last week, though, when you sang a little bit? It looked like you were having a lot of fun! I know you can do it now too!”.
    - - The student's family will be able to give the teacher insight into why the student is behaving this way. They may also be able to share what they have been doing at home to help.
    - - For Tier 1, I would use a Google Sheets spreadsheet similar to this:
- - - - Having something to play with provides hyperactive students with unobtrusive distraction. Since Bin likes to play with the teacher's materials, allowing him to hold one small item (flashcard or ball) will give him what he already wants in a permissible way. Some of his energy can be redirected towards this fidget.
    - - Redirect the energy. When Bin is in one place for a long time, it is difficult to sit still. Having him run a "very important" letter to a willing administrator or teacher will let him move and get rid of some energy. Also a short trip outside the classroom provides a good mental break. The other students will not see it as a special privilege.
    - - When the student sits close to the teacher, it is easier to give nonverbal cues, make eye-contact, and physically stop any violent behavior. It is also a good reminder for the student to remember to concentrate. They are less distracted by many classmates around them.
    - - The student's family will be able to give the teacher insight into why the student is behaving this way. They may also be able to share what they have been doing at home to help.
    - - For Tier 1, I would only use a personal tracking system like this Google Sheets spreadsheet. Data Tracking Sheet
    - - Whenever possible, praise the student for positive behavior/ interactions. Set rewards once a certain number of these behaviors are achieved.
  - - - Use a BIP plan similar to the one from PBIS. For Bin, it can be modified to his/his parents's situation. Some of the methods included in this plan are rewards, praise, and breaks.The plan will be made collaboratively between the teacher, administration, and the parents.
        
        PBIS ADD/ADHD BIP
    - - There will be a designated break area in the classroom. Each student has a limit of 1 personal 5 min break they use during the lesson. They can choose their own break time with the teachers permission. This will be a useful time for Bin to move a bit when he is bored and can also redirect any rowdy behavior.
    - - Create a personalized folder for Bin. In it will be a daily checklist with a place for the parents to mark that they have seen it. There will also be a side for homework and notes home that he has to do/ give to his parents. There will be another "done" side. Before Bin goes home, the teacher will do a quick check to make sure everything is ready to go.
    - - Bin can develop self awareness and responsibility with self monitoring. Because he is a kindergartner, something simple like this picture would be suited to him. He can easily check at what times he was on task. .
    - - With a formal BIP, the PBIS Behavior/Intervention tracking chart would be the best way to track interventions systematically.
        
        Behavior/ Intervention Data Tracking Sheet
  - - - At this stage, weekly or bi-weekly meetings with the parents would be helpful in getting every body on the same page. Parents could reinforce some of methods used in the classroom when they go home. The administration could also be involved. This ensures regular, frequent communication between all parties.
    - - At this point, Bin would still be having serious issues in class due to his hyperactivity. The teacher would no longer have the resources to provide adequate support. A mentor could work with Bin outside of the lesson and give him a constructive relationship in which he could play, vent frustration, and get advice.
    - - The BIP would be updated depending on the situation. Despite receiving more outside help in Tier 3, an in- class supportive structure is still needed.
    - - The same tracking sheet from Tier 2 would be modified and used.