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Disruptive students G4(Year 5) (Student backgroud (Behaviour issue, (Try…

- - - - Try multiple interventions, give warnings and reminders after keep talking. 3 times as and alert make sure this record being tracking down. Allow few
      - Each intervention should be tried for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time
      - Collect and track specific data on each intervention tried & its effect
      - Data Tracking tool; our school use ISAMS data tracking tool to record students behaviour issue. It could recorded by multiple subject teacher at the same time, which could be generated and used for next Tier 2 support intervention.
    - - Use Daily positive Behavior Tracking Form to keep tracking the students behaviour and share with parents about this information. Get parents to sign it after reading it if necessary.
    - - Rewards, Simple Reward Systems, & Incentives
      - Call parent or positive note home
    - - Praise student frequently
      - Praise when cooperative and well behaved
      - Praise when good attitude and involvement occur
      - Praise when on task
    - - Tier 2
        
        Behaviour Intervention Plan (BIP)
        
        When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class
        When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc
        
        Behaviour Contract, which will also keep parents aware
        
        When students exhibit persistent behavior problems,Utilize a daily behavior form, chart, or report card.
        When students are very unorganized,Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Functional Behavior Assessment (FBA)
        
        When a student is not responding to interventions,Begin with a Simple Functional Behavior Assessment.
        When it is unclear as to why the behavior is occurring, If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment form available below (IFBA)
        
        Tier 3
        
        Alternatives To Suspension
        
        Suspending kids is very unproductive for academics. When a student gets into trouble and suspended frequently.There are various alternatives to suspension and ways to carry them out.
        
        Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with. When a student is trying to get suspended on purpose or to get out of something.Always use a neutral tone and do not allow yourself to be drawn into power struggles.
        
        Behavior Meetings
        
        Provides constant, updated, and relevant information for managing behaviors in school and at home.When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary. Develop a formal or informal agenda for the meeting. And share the meeting information and solutions with related subject teachers/mentors/ tutors and school leadership team, also with parents. So that all the data could be recorded and chasuble.
        
        Counselor Referral
        
        When students are over emotional and cannot calm down in an appropriate and brief amount of time. Have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders, and then make it as planned referrals.
        
        You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services
- - - - Provides parents with direct & accurate info on child’s school behaviors, When a student breaks a rule or whose actions are disruptive enough to require a formal consequence. Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles
      - Helps to keep issues, situations, and circumstances clarified. When a child is exhibiting a chronic habitual behavior problem. Describe the behavior clearly and with detail
        Explain what you have already tried to address the behavior
    - - Teaches students important skills that will be necessary more and more as they get older and progress through school. When a student is disorganized, Have a student, a select group of students, or your entire class organize their materials in their desks and bags once a day
      - Increases instructional time, When a student frequently fails to turn work in. Set up a standard routine and teach your students how to organize, for example using folders and putting work to do on one side and finished work on the other side, etc.
        
        By using Tracking Data Form to monitor students behaviour/ organizational skills progress : Daily Positive Behaviour Tracking form
    - - Provides students with organization and structure. With students who have ADD/ADHD, Visual schedules can vary a great deal and may be more or less complex.
      - Increases on task behavior with students who are disorganized. Use pictures, images, and graphics to represent periods of the day, subjects, tasks, transitions, etc
    - - Behavior Intervention Plan (BIP)
        
        Provides more intensive intervention and monitoring. When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class. Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
        
        Increases support around student.When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc. After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior.
        
        Some forms that we can use to track/analyze the data. Like Behaviour intervention plans. Behaviour Review Form
        
        Provides an individualized plan for success. When students demonstrate significant difficulties with organization, motivation, work completion, etc. After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent.
      - Behavior Contract
        
        Holds students accountable. When students are very unorganized,decide on the main problem behaviors and put these on the chart.
        
        Some related contract forms that we can use. Various Behaviour Contract Forms.
        
        Provides students with more one on one help, support, and intervention. When students exhibit persistent behavior problems, Utilize a daily behavior form, chart, or report card.
        
        Provides structure, routine, consistency, and organization. When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc) Explain the procedure with the student.
        
        sometimes you might have too many thing need to recorded in the some important tips could be shared with by using the form of Behaviour Tips and Tricks)
      - Functional Behavior Assessment (FBA)
        
        When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class.Provides more intensive intervention and monitoring. Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
        
        When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc. Increases support around student, some case you might want to provides an individualized plan for success
        
        When students demonstrate significant difficulties with organization, motivation, work completion, etc. Provides an individualized plan for success. If needed then
        addresses specific issues in a specific manner. After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
      - Tier 3 Interventions