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Atilla, Grade 7 (The student's behavior (Failing to turn in work…

- - - - Tier 3 Interventions
        
        Mentoring
        
        When
        
        When students are unsuccessful academically or behaviorally
        
        When students exhibit very little motivation and effort or just do not seem to care about work and/or behavior
        
        When a student does not seem to have any significant connections to learning, academics, behaviors, etc
        
        How
        
        Mentors should be voluntary
        
        Keep the student with one mentor, don’t switch around
        
        Mentors should be supportive, encouraging, and engaged
        
        Mentors should not set out to “fix” the student and all the student’s issues
        
        Mentors should help students to set goals, plans, and solutions
        
        Why
        
        Provides a student with a personal connection and buy-in
        
        Helps student to feel like someone “has their back”
        
        Source of accountability, encouragement, support, and advocacy
      - Organizational tools
        
        When?
        
        When students exhibit poor organization
        
        When students have trouble following the school/class procedures, schedules, and/or routines
        
        When students chronically loose, misplace, and fail to turn in work
        
        How?
        
        Some basic strategies include keeping a planner or calendar, frequently organizing lockers, desks, and storage areas with the assistance of a teacher or peer
        
        Checklists
        
        Organizational folders with a “to do” and “done” side
        
        Turning in all complete work to one location and/or person
        
        Why?
        
        Provides increased order for the student
        
        Improves time management
        
        Increases student responsibility and follow through
        
        Improves work completion and returning or handing in of work
        
        Increases student success and morale
      - Daily Behavior Form
        
        When
        
        When students exhibit persistent behavior problems
        
        When students are very unorganized
        
        When students consistently fail to compete daily class/school requirements
        
        How
        
        Decide on the main problem behaviors and put these on the chart
        
        Explain the procedure with the student
        
        Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
        
        Why
        
        Provides students with more one on one help, support, and intervention
        
        Holds students accountable on a daily basis
        
        Provides structure, routine, consistency, and organization
        
        Promotes self responsibility
    - - When?
        
        When a student is off task
        
        When a student is acting out or disruptive
      - How?
        
        Move student's desk nearer to the teacher
        
        Use objects such as shelves to help isolate the student
      - Why?
        
        Helps students with poor attention focus
        
        Student can be more easily managed
        
        Improves work production
    - - Why?
        
        Provides modeling behavior for other students
        
        Increases student buy-in
        
        Lowers stress and anxiety for student
      - When?
        
        He has trouble working independently
        
        Atilla is easily distracted
        
        Atilla needs a little extra guidance
      - How?
        
        Choose a partner who will be a good role model
        
        Speak to the two students together to explain purpose and expectations
        
        Talk in private with each student to explain goals and reasons
    - - Complete unfinished assignments at break
        
        How?
        
        Give student warnings
        
        Establish consistent routing
        
        Use within a class wide system of consequences
        
        Give students choices such as 'stop behaving this way or you will do the work at recess'
        
        Why?
        
        Serves as significant deterrent
        
        Provides students with limits boundaries and motivation
        
        Teaches cause and effect
        
        When?
        
        When the student 'forgets' or 'loses' work more than a specified number of times
        
        When student fails to complete work in class due to clowning around, unwillingness, or socializing