Off-Task, Non-Disruptive- This is a very common issue for students in my high school. Disruptive students are rare, but students are often off-task, trying to do homework for other classes, sleeping, etc.

Off-Task, Non-Disruptive- This is a very common issue for students in my high school. Disruptive students are rare, but students are often off-task, trying to do homework for other classes, sleeping, etc.

Off-Task, Disruptive- This is not a problem at all, at my current school, which means it is something that I have less experience dealing with it. As students get older, their impulses can get worse and more disruptive.

Tier 1 Interventions using simple data tracking forms (i.e. how many times today)

Praise When On-Task- Use positive reinforcement to bring attention to times when the student is on-task and productive. Hopefully more helpful than drawing attention to bad behaviors. Teacher can track the number of times they give praise, and compare with previous weeks.

One-on-One Chat with Student- If able to do so, this is a preferred first step. Students are not really asked to defend themselves, but asked what is happening. Is the activity too difficult? Is there something else going on? Also a good time to bring up the growth mindset. Keep track of these conversations if they are happening regularly.

Teacher Proximity- reduce distance between teacher and problem student during activities where the student easily gets off-task. Student hopefully realizes that the teacher is near them, more often than others, and puts two and two together.

Tier 2 Interventions

Self-Monitoring- Student is given the task of holding themself accountable. This can help the student realize that changes need to be made, but they are still in control of the process. Student can self-report using a self-monitoring data tracking form.

Mentoring- Find a mentor for the student who is interested in helping in subtle ways, not "fixing" the student. Do things that may not be related to the actual problem activity. This helps the student feel that they are not alone and that somebody has their back. Mentor can record "progress" or discuss with teacher. Teacher can track data using a simple form to compare with previous weeks.

Nonverbal Clues- Work with the student one-on-one to develop a system of signals that can indicate that the student is not doing what they are supposed to be doing. Also possible to give signals that they are doing something well if verbal clues are distracting or embarrassing. May only work if the student realizes that they are off-task and exhibits the desire to improve.

Tier 3 Interventions

Counselor Referral- Perhaps the reason for the student's lack of engagement is an issue that the teacher is not qualified to diagnose or pursue. A referral to the counselor, who hopefully the students trust, could bring a hidden mental health issue to light.

Behavior Intervention Plan- More people are involved now. Parents, support staff, teacher and student all work together on a plan to be implemented and followed for a few weeks. Track using forms from PBISWorld.com

Behavior Contract- A more involved version of self-monitoring from Tier 2. The teacher is now providing guidelines for the student. Last chance for the student to hold themselves accountable without others getting involved (parents could sign the contract, however). Simple data tracking forms can be used to compare progress with previous weeks.

Off-Task Students, High School Level

Tier 1 Interventions using simple data tracking forms or journals, recording each time a particular behavior occurs.

Avoid Power Struggles- Some students are disruptive to get a rise from others. Do not take the bait. De-escalate the situation, remain calm, state the expectation, and end your involvement. Many students will lose their interest if they see that they are not getting the reaction they desire.

Positive Praise- Instead of drawing attention to negative behaviors, draw attention to positives. Everybody likes a good self-esteem boost from a quick compliment. Recommended 4:1 positive:negative ratio (PBISWorld)

Tier 2 Interventions

Mentoring- Find a mentor for the student who is interested in helping in subtle ways, not "fixing" the student. Do things that may not be related to the actual problem activity. This helps the student feel that they are not alone and that somebody has their back. Mentor can record "progress" or discuss with teacher. Teacher can track data using a simple form to compare with previous weeks.

Response to Intervention- If it is believed that academic issues, being lost, not understanding, etc are causing the disruptive behavior, then RIT can be implemented. Determine the area that is lacking, implement a plan to help, and re-test to see if it is helping.

Tier 3 Interventions

Counselor Referral- Perhaps the reason for the student's disruptive behavior is an issue that the teacher is not qualified to diagnose or pursue. A referral to the counselor, who hopefully the students trust, could bring a hidden mental health issue to light.

Daily Behavior Form- This turns the behavior tracking and feedback into a daily occurrence. It is especially helpful when the negative behavior is persistent and consistent. Also gets the parents involved. Use any type of form you want to track the particular student. May be too much work if there are a handful of students who need something like this, however.