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Disruptive Behavior (Tier 1 Interventions (Tier 2 Interventions (Tier 3…

- - - - Data Tracking: Self Monitoring Checklist
        Sit down with the student and discuss what behaviors the student should be following in order to abide by classroom rules. Create a checklist with the student based off of this conversation. At the end of each class, the student must mark if he/she has done so and why or why not. After a few days of completing just the checklist, the student can go back and look for patterns during cooperative and disruptive behavior to see what is a trigger for them. They can then work with you to adjust what's necessary for optimal classroom behavior.
    - - Data Tracking: Self Monitoring Checklist
        Fill out an FBA form for each student who meets the needs of one.
    - - Data Tracking: Behavior Contract
        Work with the student to create a behavior contract. Decide on appropriate rewards or consequences with the student. Send it home for a parent signature. Keep the contract in a visible location for the student, like in the front of their planner. Review the contract with the student daily to see what was done to reach their goals and what needs to be done in the future to reach them. Once a goal is consistently reached, change it to a new goal that is decided on between you and the student if necessary.
    - - Behavior Intervention Plan (BIP)
        Why: Provides more intense intervention for the student as well as additional support from teachers, parents and school.
        When: When the student continues to display the same issues for a prolonged period of time with little-to-no improvement.
        How: Use a data tracking form for disruptive behavior to track the behavior. After tracking, analyze the behaviors to come up with a plan for intervention. Create a support system for the student consisting of parents, other teachers and administration and inform them of the plan. Implement the plan for 2-4 weeks and regularly review progress.
        
        Data Tracking: Behavioral Intervention Plan
        Fill out the plan form and create a plan after analyzing the data, triggers and trends found from it. Communicate the form results and plan with the support system. Implement the plan for 2-4 weeks to begin with. Regularly review progress as the plan is executed to note data and make necessary adjustments.
      - Behavior Meetings
        Why: It keeps rules and expectations consistent for home and school life for the student and involves more parent support.
        When: Any student needing Tier 3 Interventions should have regular behavior meetings with parents.
        How: Meet with parents and relevant parties (such as a school counselor and the principal) regularly. Know exactly what you are going to say and stay on-topic. Use non-accusatory phrasing and tones and highlight positives of the student. If anyone becomes too emotional, reschedule for another time to allow for cool down and level heads.
        
        Data Tracking: Meeting Agendas and Notes
        Keep track of what was said during meetings and next steps by creating an agenda, sharing it with all parties beforehand, and keeping minutes during the meeting. Report progress on what was discussed in the previous meeting in the following meeting.
      - Teach Social Skills
        Why: Showing students how they appear to their peers can affect their behavior positively.
        When: When the student continues to disrupt at inappropriate time, disturbing others.
        How: Use specific skills personalized for this student. Teach it within a lesson plan or in direct communication with this student.
        
        Data Tracking: Embedding Social Skills Instruction Throughout the Day
        Use direct, planned instruction to teach student awareness of themselves in social situations. Create a curriculum using guides and other tools to teach that student about social skills. Model behavior that is acceptable and participate in role play with the student. This can be done with a school counselor, if necessary.