Please enable JavaScript.
Coggle requires JavaScript to display documents.
PBIS (Austin: Off-task and disruptive
Austin is an energetic and bright…
PBIS
Austin: Off-task and disruptive
Austin is an energetic and bright student, but he is constantly out of his chair, off task and pulling others off task 90% of the time. Austin often would start singing or making sounds during class activities and disrupt the flow of the lesson. Teachers have to constantly remind him but he often rolls his eyes at the teacher and classmates around him. He would challenge his teachers by not following instructions and purposely does things to create troubles with the students sitting next to him.
Tier 2
Daily Behavior Form Another strategy to reduce disruptive behavior in classroom is to have daily behavior form. This can provide Austin with more one on one help, support, and intervention. Holds the student's accountable on a daily basis and increase self responsibility.
Teach Relationship Skills Austin sometimes says hurtful things to his peers. One way to minimize tension between Austin and his classmates, it is a good strategy to teach relationship skills.
Data tracking
Daily Check In Check Out (CICO) form This will be used to collect data and track Austin's progress for his behavior in the classroom. The student and teacher will fill in the form together first thing in the morning and after school. The CICO reinforces student's goals and expectations throughout the day.
Tier 3
Behavior Meetings If interventions from Tier 2 are not working out. Then the next step is to have a behavior meeting with the parents, subject teachers, and homeroom teacher. The meeting will further discuss alternatives to improve Austin's current performance and behavior in school.
Data tracking
Behavior specialist form For an extreme case if Austin was to send to a behavior specialist, then certain procedures and forms will be processed to determine Austin's conditions and formulate a personal plan to help Austin improve his behavior.
Parent questionnaire To understand Austin's behavior at home differs from at school, parents will be given a questionnaire to complete so that teachers can come up with effect methods to reduce his disruptive behavior.
Behavior specialist referral If after the behavior meetings and the alternative strategies for Austin are still not improving his behavior at school then the school will suggest more serious approach and refer parents to see a behavior specialist.
Tier 1
Talk To Parent Using ClassDojo I'm able to send private message, photos, and videos of Austin's behavior in class to inform his behavior and performance in class. Communication between parents is important to establish and build trust and rapport with parents. Talking to the parents can provide increased support for Austin at home and help dispel misinformation and mistruth he may give to his parents.
Positive Praise Give specific beahavior praise to increase Austin's motivation to behave positively. It can also encourage other students to follow suits and make teacher expectations clear.
-
Data tracking
Simple behavior chart This will keep track of Austin's behavior in class and help to reinforce positive behavior throughout the day. Every day Austin will set his own goals and expectations first thing in the morning and continue to work at his goals throughout the day. At the end of the day, the teacher will go through the chart with him.
Redirection When Austin is off-task, it is important to redirect him by reinforce routine work and minimize distractions and misbehaviors. I often use this method to brings students back to the task at hand and it can be utilized in the middle of instruction, activities, and discussion.
-
Miller: Low or no work completion
Miller likes to take his time when other students have already completed the tasks and are ready to learn. He is constantly handing his assignments in incomplete or purposely forgets his work or books at school. He has low energy, motivation, and academic performance.
Tier 2
Peer Tutoring This is a step up from the assign buddy or partner from tier 1. If Miller shows no sign of improvement, it might be more beneficial to assign a peer turtor for him. Peer tutoring allows students more opportunities for assistance and result in increases academic and behavioral support. The peer tutor can also report back to the teacher and update on the student's status.
-
Social Stories Another way to present instructions is to present them in a story format. This provides a more personalized and tailored behavioral intervention, and visual examples of behavior expectations. This method reinforce classroom routines, expectations, and behavioral standards in an alternative way.
Data tracking
Daily Check In Check Out (CICO) Summary Students who need extra assistance can use the CICO system allowing teachers to know where the student is at in terms of academic performance and mental and physical status. The student and teacher will fill in the form together first thing in the morning and after school. The CICO reinforces student's goals and expectations throughout the day.
-
Tier 3
Behavior Meetings If interventions from Tier 2 are not working out. Then the next step is to have a behavior meeting with the parents, subject teachers, and homeroom teacher. The meeting will further discuss alternatives to improve Miller's current performance and behavior in school.
Data tracking
Learning style inventories designed to help respondents determine which learning style they have. By understanding which learning style is suitable for Miller has the chance of boosting his motivation and performance. Teachers will keep track of his learning and performance while applying different learning styles. A data report will be kept to monitor Miller's results.
Tier 1
Do unfinished work during recess or unstructured time As a punishment, if Miller is consistently handing incomplete work in, I would ask him to catch up during recess time or after lunch time. He needs to learn to be responsible and that there are consequences for not completion his work on time.
Clear And Concise Directions It is always very important that I deliver my instructions in a clear and direct manner so young ESL students can understand them. For Miller, I will give him clear and short instructions and have him repeat back to me so I can know for sure he knows what he needs to be doing.
Help student start assignment To make sure Miller can complete his work on time and by self, I sometimes would help him to go over and start the assignment. I feel at this stage, Miller needs guidance to allow him to complete his work. I would guide him to read the instructions by himself and ask him to take out aides that can help him complete the assignment.
Assign a buddy or partner
This is what I currently use in the classroom to help Miller to stay on track. I've assigned a partner for him so that if he has any questions or needs help on certain questions/assignments, his partner can help him. This is to reduce the level of stress or anxiety he might have.
-
-
Data tracking
Simple Behavior Chart
I would create a simple bahavior chart to keep track of Miller's performance and assignment completion. The chart would be based on his academic performance and hopefully it will encourage him and help him to be on track to complete his tasks