Unfocused/Inattentive

Frequently off task.
Be easily distracted and forgetful.
Need frequent redirection, refocusing and restarting of instructions.
Unable to follow multi-step directions.
Get lost in the middle of tasks, sentences, conversations, explanations.etc.
Frequently looking out of windows, around room, at objects, people, etc.
Appear confused when assignment begins.
Often fail to give close attention to details or make careless mistakes.
Seem scattered and disorganized.
Often doesn't seem to be listening when spoken to directly or looks through speaker.
Often lose things necessary for tasks or activities.

Symptoms

Data Based Intervention Strategies

Tier 1

Natural Consequences

Use Timer

Card Flip

If students don't finish tasks in time, they will need to use their recess time to finish it. And they need to write down how many minutes out of recess they have to use to make it up. Set specific goals with each individual, for example, "Tomorrow I want to lose no more than 6 minutes of my recess."

Give the struggling students timers to time how long they need to finish a task. Let them write down the data in their journals and praise their progress.

Put cards in front of students. On both sides of the cards, rules like "Stay on task", "Follow directions", "Finish in time", "Be careful enough", "Keep things organized", etc. will be written. At the end of each period, ask students to reflect on what rules they've followed and flip the specific cards over which means how many points they've earned already. They can write down their points in their personal journals and get the cards ready for the next period.

Tier 2

Check In Check Out

Forced-Choice Reinforcement Survey

Daily Behavior Form

Decide on the main problem behaviors and put these on the form. Explain the procedure with the students. Check mark the areas they do well that day and draw an overall rate (smiley face/flat face/sad face). Send a copy of the form home for the parent to sign and review with the student daily. 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. IMG_20190328_130816

Students daily check in with an adult at the start of school to retrieve a goal sheet and encouragement. Teachers provide feedback on the sheet throughout the day. Students check out at the end of the day with an adult, take the sheet home to be signed, and return it the following morning at check in. c

Read the instructions and questions on the survey to the student, writing their answers in.Once the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, behavior plan, etc Link Title

Tier 3

Structured Breaks

The Praise Game

Behavior Meetings

Develop a formal or informal agenda for the meeting. Politely state the expectations for conduct during the meeting. Have all relevant parties present, like teacher, social worker, counselor, administrator, parent, guardian, etc. Keep notes of the meeting, emailing or sending them out to all participants. Have all relevant documents and data forms ready with a copy for each person at the meeting. Always highlight something positive about the student. Always use a calm and neutral tone with parents to avoid instigating conflicts.

Divide assignments into small manageable chunks. Put a timer in front of students and ask them to finish a chunk in the set time. Then offer a timed short break before starting the next chunk.

Teach struggling students no more than 3 key classroom expectations. Good examples are Follow Instructions, Ignore Distractions, and Participation. Set a timer to go off every 3-5 minutes. Whenever the timer goes off, praise and award a point to each individual that has met all expectations. At the end of the period, students that get at least 80% of the possible points receive a prize from a treasure box, or if applicable, a school-wide token.