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Intervention Plans, Tier 1 Interventions (Engage Student
Goal: Increase…
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Tier 1 Interventions
Engage Student
Goal: Increase student "buy in" by improving rapport.
- During instruction, engage the student by calling on them, asking their opinions, etc.
- Dedicate non-instructional time to speak with the student informally about their life.
- Set up a non-verbal cue that will enable the student to voluntarily engage in the class exercises without the pressure of raising their hand in front of the class.
Positive Praise
Goals: Boost confidence, develop internal persistence
- Do not avoid criticism, but give it out at a ratio of 4:1 praises/criticisms.
- Utilize a positive demeanor and improve body language to be more open and personal.
- Use overly-joyous methods like high-fives, claps, or cheers when the student is on task.
Move to a New Location in the Classroom
Goal: Limit distractions and increase focus.
- Rearrange the entire classroom or have individual students trade seats.
- Allow students to be active and physically move their seat/desk to a new location.
- Provide an alternative location for classwork where the distractions are limited (near the door, in the hall, etc.)
Tier 1 Interventions
Redirection
Goal: Refocus the student in a non-negative fashion
- Provide quick reminders of what the student should be doing.
- Keep the redirection concise and then continue on with the lesson
- In cases where you want to avoid embarrassing or calling out the student the usage of body language (proximity or eye contact) is useful.
Acknowledge Positive Behavior
Goal: Develop a positive and persistent behavior pattern
- Follow a ratio of 5:1 approval to criticism when acknowledging student behavior.
- Use this method with the entire class, but more frequently praise problem students.
- Ensure you're in a positive mental state and that your demeanor is not condescending or negative when enacting this method.
Speak With Student In Hallway
Goals: Prevent attention seeking behavior, develop interpersonal relationship
- Calmly bring the student into the hallway out of sight of the class to engage in a short conversation.
- Approach the situation when you are in control of your emotions so you can empathetically relate to their situation
- Provide choices to alleviate the disruption
- Use this method sparingly to praise positive actions to prevent the hallway from being a place solely for negative interactions.
Tier 2 Interventions
Daily Behavior Form
Goals: Provide routine, improve parent/teacher communication
- Use a daily form where main problem behaviors are listed.
- Rate the student on their individual behaviors daily
- Review their behavior with the assistance of a co-teacher and their parents.
Organizational Tools
Goals: Increase attentive behaviors, increase student responsibility
- Have student organize their work into "school" and "home" folders.
- A daily checklist (brushing teeth, washing hands, cleaning your lunch tray, etc.) for the student to complete.
- Use a visual schedule to represent the structure of common classroom activities.
Tier 3 Intervention
Behavior Intervention Plan
Goals: Address very specific issues, more intensely monitor and intervene with problem behaviors, include all potential parties including parents, teachers, support staff, and the student themselves
- Use the BIP data tracking form for unfocused students.
- Select which behaviors are critical to address and what specific interventions will be used to handle those specific behaviors.
- Develop expectations for teachers, parents, and the student.
- Regularly review the student's progress using the data tracked via the BIP form with all engaged parties.
Functional Behavior Assessment
Goals: Establish root causes of poor behavior, understand trends and patterns
- Conduct a Simple Functional Behavioral Assessment
- Create a Behavior Intervention Plan
- If there is not enough data conduct an Intensive Functional Behavior Assessment
- Revisit and modify the Behavior Intervention Plan
Tier 2 Interventions
Reward System
Goal: Provide external motivators to challenge the student
- Create a currency system and determine how currency can be earned.
- Points should be earned through positive behavior as well as fulfilling expectations of the daily behavior chart.
- Allow the student to buy rewards weekly.
Behavior Contract
Goals: Increase parent/teacher communication, improve student rapport by putting faith in them
- Create a behavior contract that will be signed by the teacher, student, and parents.
- Explain the function of the daily behavior chart and how it ties into their reward system.
- Review their behavior individually and with the parents to discuss behavioral improvements and areas that still need work.
Tier 3 Interventions
Functional Behavior Assessment
Goals: Establish root causes of poor behavior, understand trends and patterns
- Conduct a Simple Functional Behavioral Assessment
- Create a Behavior Intervention Plan
- If there is not enough data conduct an Intensive Functional Behavior Assessment
- Revisit and modify the Behavior Intervention Plan
Behavior Intervention Plan
Goals: Address very specific issues, more intensely monitor and intervene with problem behaviors, include all potential parties including parents, teachers, support staff, and the student themselves
- Use the BIP data tracking form for unfocused students.
- Select which behaviors are critical to address and what specific interventions will be used to handle those specific behaviors.
- Develop expectations for teachers, parents, and the student.
- Regularly review the student's progress using the data tracked via the BIP form with all engaged parties.
A private checklist will be used to determine whether or not I used these interventions on a daily basis.
I will also track student focus by noting how often the student is inattentive, unfocused, or needs intervention.
I will utilize a daily behavior tracking form to track how well or poorly their behavior is in key areas.
I will utilize a behavior & intervention tracking form alongside a behavior intervention plan document for unfocused students.
In addition data will be initially recorded via a functional behavior assessment.
Disruptive Student (Eric)
Eric is a first grade student who is frequently disruptive because he is overconfident. He is a highly gifted student who finds himself completing work before other students and thus has time to misbehave. He is not an active class clown, but is just unstimulated at times.
A simple spreadsheet will be utilized to track how often Eric needs redirection or how many times he's been spoken to in the hallway alone.
This will be utilized in conjunction with acknowledging/rewarding positive behavior by challenging the student to have less disruptions than the day (or week) before
These methods are intended to be used together. Following the behavior contract and scoring well on a behavior chart will grant rewards. Data will be tracked primarily through the usage of the daily behavior charts.
I will utilize a behavior & intervention tracking form alongside a behavior intervention plan document for disruptive students.
In addition data will be initially recorded via a functional behavior assessment.
Unfocused/Inattentive Student (Ayun)
Ayun is a kindergarten student who struggles deeply with focusing for extended periods of time. She is inattentive because she is usually lost in her own thoughts. There is no ill intent behind her inattention or lack of focus.