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PBIS Strategies (Resources: (PBIS sites used (https://www.pbisworld…

- - - - https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/talk%20ticket_%20short%20form.pdf
      - This will put her at rest when she really wants to share an answer or comment but cannot do so for different reasons.
      - This is perfect for her age. It allows for me to continue teaching, but let's her know that i see her and want to hear what she has to say
    - - Give her the job to monitor if students are not raising their hand. Since she likes to blurt out answers, this may help her remember to raise her hand. Since she has to look after the other students it may help her do it herself.
      - This will help her with the need to feel appreciated. It may cut down on her blurt outs and need to be validated constantly.
      - Appropriate for her age because they like to help out and it allows her to grow in finding out how to do so.
    - - To help combat the tenancy I have to respond when she blurts out answers.
      - Appropriate for her age because it allows her social skills to grow and develop on reading body language.
    - - LiveSchool (PBIS, 2019) {https://pbisdata.whyliveschool.com/?utm_version=LP&utm_campaign=pbis-organic}
      - Hand Raising Tracking Form (PBIS, 2019) {http://specialed.about.com/library/templates/contract3.pdf}
  - - - This allows her to seek praise, but not only for herself, but for her team. It will take her out of her head and thinking about others around her more often.
      - This is appropriate for her whole class. It takes the pressure off of individually getting the answers correctly. It also gets them all thinking about one another in the class.
    - - Have her write in her journal or draw a picture when she wants to share an answer, but i am having another student participate
      - This helps her focus her energy into something when she cannot do it through participating for every question. This is good for a first grader to do and find different outlets for themselves.
    - - I would do the reversed with her. I would assign her to be a tutor to another student.
      - This will allow her to talk and teach rather than blurt out corrections during class. It wil l also help her direct her energy in a direction.
      - This is appropriate for her age because she is a bit head of other students in her understanding of English.
    - - Learning Styles Profiles and Inventories 20 (PBIS, 2019){http://www.mciu.org/Divisions/CurriculumInstructionProfessionalDevelopment/ProfessionalDevelopment/K12TeacherResources/LearningStylesProfilesandInventories.aspx}
      - Behavior & Intervention Tracking Form (For Microsoft Excel Software) (PBIS, 2019) {PBISWorld.com}
  - - - In our meetings we would discuss her reflection sheet. It would be just her and I to start. If that didn't work we would meet with the parents as well.
      - This is appropriate because it allows her and I to get time to discuss what is going on without much pressure.
      - https://www.resa.net/downloads/positive_behavior/taft_g1_g2.pdf
      - This will be good for her to reflect on her actions in class. She may not even realize her behavior is disrupting or disrespectful.
    - - http://www.resa.net/downloads/positive_behavior/simple_fba.doc
      - This will allow her and I to figure out the root of the cause if nothing we have tried worked to correct the behavior.
      - This allows her and I to sit down and discuss the issues. It allows me to guide her through her thoughts and emotions she has durning class
    - - Textured paper or a moldable eraser may help her need to move around and deal with the need to participate in order to let others participate.
      - These are good for her age, because they are not too distracting but they are there when she needs it.
    - - Weekly Scatter Plot {https://www.pbisworld.com/wp-content/uploads/Weekly-Scatter-Plot.doc}
      - Parent Questionnaire {http://www.amaesd.net/media/forms/SAT/MEETING%20COORDINATION/Parent%20Questionnaire.pdf}
- - - - http://www.resa.net/downloads/positive_behavior/checkin_checkout_2017-18.pptx
      - This will help him feel seen. He will always have an adult that sees him. he could act out because he likes the attention. So with this, it gives him that outlet of being seen.
      - This is a bit more intense, but not too much. So this is good for his age because he can let the adult know how he is doing well enough to gauge his growth.
    - - This will help him realize the behavior he has in class. He may not even realize that he is being distracting. We can discuss this together to make him aware of his actions and how they affect other students.
      - https://edbrc.tamu.edu/resources/reportcardnumber.pdf
      - This appropriate for him because it uses language that he can understand. It also allows for quality time between him and I, but also him and his parents.
    - - We already have a reward system in place that he seems to respond well to. Although, I may start offering more rewards for better behavior. When I see improvements I will give him one extra reward.
      - This works well for his age group because they like toys and this is a delayed gratification reward system, so they learn how to collect stamps to get prizes in the end.
    - - Problem Behavior Survey, (PBIS, 2019){http://cecp.air.org/fba/problembehavior2/Appendix%20E.pdf}
  - - - This allows for him and I to discuss more in depth what is expected of him. It lays out instructions and guidelines that he is expected to follow.
      - This works well for his age because he is young enough to understand the consequences of his actions. He is also old enough to have a conversation about what is happening with his behavior
    - - He likes to have his peers attention in class. I think that this would help him have a good role model in his life that is not an adult. He has a hard time listening to adults, so if a student helped guide his behavior he may respond better. This would also help him get his homework done on time.
      - This is a good idea for his age range because they are able to work in pairs responsibly. It also takes away the pressure of speaking to an adult all the time,
    - - This will only be done after discussing with the parents about this being the best course of action.
      - There may be an underlying issue for his behavior in class that his parents and I cannot help him with very well. This would allow a third party to have a say on what happens in and out of the classroom.
      - This is appropriate for his age because if has behavior is cause by a bigger issue, it is best to get an understanding of it earlier in his life.
    - - Weekly Scatter Plot (PBIS, 2019) {https://www.pbisworld.com/wp-content/uploads/Weekly-Scatter-Plot.doc}
      - Student Learning Style Survey (PBIS, 2019) {http://www.studyguide.org/learning_styles.htm}
  - - - He tends to enjoy class more when we discuss things that he is interested in. I will work harder at figuring out what he is interested in. I will ask him more pointed questions and get votes on popular social interest with the class.
      - This will help him at his age because it allows for him to be more open. It will also help him figure out what he likes.
    - - He likes to get up and move, or play with things on his desk. Having a toy that is used for this kind of behavior would help him focus.
      - This is a good strategy for his age because he is old enough to be trusted with it and use it for what it is intended for. Although, he is young enough to enjoy having it with him.
    - - I will designate times where there is no hand raising, but I call on students at random. This will allow me to call on him more often without singling him out. This may also help him not make so many noises, because it them brings attention to him, which may lead to me callingon him more often.
      - This is appropriate for his age because I have taught him for a few years now and we have a relationship. This allows for more people to talk in general, too.
    - - Intervention General Tracking Form (PBIS, 2019) {https://www.pbisworld.com/wp-content/uploads/Tier-1-Intervention-General-Tracking-Form.doc}
- - - - Moderately intensive and focused interventions
      - Taught and practiced on a small group or individual
      - Systems and structures are ongoing
      - Used for students that don’t respond much to tier 1 interventions
      - Require more support and instructions
    - - Highly intensive, focused, and individualized
      - Taught and practiced on an individual level
      - Systems and structures are ongoing
      - Used for students that do not respond to tier 1 or tier 2 interventions
      - Requires a high level of support and instruction
      - A high degree of specificity
    - - These interventions apply to large group systems
      - More generalized interventions that most kids respond to (similar to class rules, expectations, and norms)