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Unmotivated (Before you start (Each intervention should be tried for a…

- - - - Helps teachers with time management
        Provides modeling behaviors for other students
        Helps students to focus and stay on task
        Decreases challenges to authority
        Provides good opportunities for socialization and interactions
        Helps students build rapport with others
      - When
        
        When a student is easily distracted and is frequently losing focus
        When a student needs a little extra help or guidance with tasks
        When a student has trouble working independently
        When a student is being picked on
        When a student seems withdrawn or isolated
        When a student is new
      - How
        
        Chose a buddy or partner that will serve as a good role model
        Talk in private with the student that will serve as the role model about what you
        Speak with the two students together and explain the purpose of putting them together and what your expectations are
  - - - Some students get overwhelmed by too much information on a page
        Provides student with small, frequent, attainable goals
        Makes larger tasks look more manageable and feasible
    - - When a student shows signs of being overwhelmed, anxious, unfocused, disorganized, lost, unmotivated, etc
        When a student doesn’t know where to start
        When a student tends to be “scattered”
        When students have trouble organizing their thoughts
    - - Take a blank sheet of paper and cover up every item other than what you want the student to complete. After they complete that, teach them to move the sheet down
        Determine what might be hardest/easiest for student. Have them do the easy items or the hard items first, which ever they preferAllow a break after student completes a portion of the work
- - - - When students exhibit chronic behavioral problems
        When students demonstrate low and persistent motivation, effort, and interest
        When a student refuses to do work or follow behavior guidelines
        When students have poor attention and focus
    - - PBISWorld.com School Reward Dollars.pdf
        Give the student the Forced Choice Survey to determine what type of reward they prefer and will be most likely to work toward
        Earning privileges for meeting expectations
        Earning free time for meeting expectations
    - - Provides students with positive feedback
        Students respond to positive reinforcement best
        Helps reinforce positive behaviors and expectations
        Provides incentive
        mproves behavior and academics
        Increases on task and attending behaviors
  - - - Provides a student with a personal connection and buy-in
        Helps student to feel like someone “has their back”
        Improves student motivation
        Source of accountability, encouragement, support, and advocacy
        Helps student to perceive school, teachers, work in a more positive light
    - - When students are unsuccessful academically or behaviorally
        When other intervention seem to fail
        When a student is having significant issues getting along with others
        When students seem to have little guidance and/or support in the home
        When a student seems suspicious of the school and staff
    - - Mentors should not set out to “fix” the student and all the student’s issues
        Mentors should be supportive, encouraging, and engaged
        Mentors should be voluntary
        Keep the student with one mentor, don’t switch around
- - - - Promotes independent and responsible behaviors
        Promotes independence and self esteem
        Improves on task behaviors
        Increases productivity
    - - When students have poor attention, focus, and impulse control
        When students are disorganized, scattered, etc
        When students have trouble being prepared, forgetting materials, homework, etc
        When students are overly talkative or social
    - - Checklists and charts may be used by students to keep track of their behaviors
        Indicators, where the student, when they see or hear something, know they need to address the behavior
        Student may create notes to themselves
        Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
  - - - Students can get overwhelmed easily
        Many students want to be successful but haven’t yet developed all the skills, which can lead to anxiety/frustration
        Improves student focus and attention
        Helps refocus and refresh students
    - - When a student is involved in a mild confrontation with another student
        When student has a lot of work to do
        When a student appears uncomfortable
        When a student has become unfocused and off task
    - - Take time to speak with the individual student alone or teach the entire class the relaxation techniques they will use in class
        Assure student that everyone gets stressed/frustrated/worried/ overwhelmed
        Teach student when they feel stressed, frustrated, upset, etc, to ask to go relax
        Practice the first time with the student or class