Positive Behavior Intervention Support

Hyperactivity

Aggression/ Bullying

Tier 1

Tier 3

Tier 2

Tier 3

Tier 2

Tier 1

Non-Verbal Cues

Stand While Working

Individual Workspace

  • During individual work time student will be seated towards the front corner of the classroom near the teacher
  • Their desk will be facing the wall
  • Student will be allowed to use headphones to isolate sound

Together with the teacher student will agree on non-verbal signs for the following cases:

  • Need to get up and move
  • Need to change seat and surroundings

Teacher will use positive, supporting cues like nods and smiles to reward and encourage student to stay on track

Data Tracking

  • Agree with student on certain times when they are allowed to work while standing up
  • Agree with student on certain distance away from desk that can't be surpassed
  • Seat student in a position where their standing will not affect others' attention
  • Allow student some leniency in pacing or form of standing
  • Require that student be working and praise student for completing work while standing

Tracking will occur using the Daily Positive Behavior Tracking Form

Functional Behavior Assesment with Behavior Intervention Plan

Response To Intervention

Reward System

Agree with student on expected behavior. This may include:

  • Staying in designated areas
  • Not disrupting other students
  • Finishing assigned classwork

A token will be given to the student for meeting or exceeding expectations. When a certain number of tokens is reached, the student will be rewarded with a prize previously agreed upon by student and teacher. Prize should not be one time gift but certain temporary privileges to keep student interested in continuing to receive tokens.

The functional behavior assessment will be filled out by all the student's teachers and a parent. Using this data, a BIP will be created with the student. The data will be tracked using the form.


This will be applied to track behavior and not academics. Students having bigger problems in academics will follow the response to intervention strategy.

  • Identify areas of academic deficit with student
  • Agree on intervention plan involving student support teachers
  • Test current academic level to achieve a baseline score
  • Apply intervention and test same academic areas again
  • Data tracking occurs through the test scores and intervening teacher's feedback recorded on the intervention tracking form

Self monitoring:


With the teacher, student will create a bullet journal listing all the positive behavior expected of them in class. After every class, student will check off all the behaviors they exhibited during class.


Teacher and student will agree on non verbal cues so that teacher can demonstrate to student that they are misbehaving without interrupting the lesson. During class, if student is misbehaving, teacher can use cue and student can apply agreed upon strategies to return to task.


Data is tracked through student's bullet journal

Teach Conflict Resolution

Talk One-On-One

Provide student with the following tips:

  • Put yourself in other persons shoes and think of alternative reasons why they might've done what they did rather than harming you
  • Try to talk the problem out and walk away if agreement not reached
  • Speak to an adult or teacher if conflict continues
  • Keep your actions positive and do not react to aggression or meanness
  • Diffuse situation by asking student to wait in the hallway or in another area of the classroom
  • Listen to student's account of the events
  • Ask student how they could've behaved differently
  • Use humor to alleviate the student's mood
  • Use reflective listening

Counselor Referral

Behavior Contract

Data tracking through Daily Positive Behavior Form

  • Get permission from student's legal guardian
  • Talk to student about reasons why they are being referred to the counselor
  • Fill out counselor form stating clear behavior problems observed
  • Make sure counselor referrals are not abused to skip class
  • Create a daily behavior chart with the student
  • Decide on main behavior problems to work on
  • Student is rated based on chart criteria
  • Send the chart home to be signed daily or weekly

Data tracked through behavior chart

Time-Out

No Passing Time

  • A certain area of the classroom is designated as a time out zone.
  • Student spends a certain amount of time in that zone when exhibiting bad behavior
  • Reasons for the time out are clearly explained to student
  • Student is required to fill out serious reflection sheet as a requirement for ending time out
  • Repeat offenders receive out of class time out in the middle school office.
  • Another reflection sheet is required
  • Timeouts are recorded in log to track data
  • Keep the student in class during passing time
  • Give student only enough time to collect things from locker and make it to next class on time
  • Repeat offenders may be required to stay after school (after arranging with parents) or coming to school early
  • Each "detention" is recorded in log to track data