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6th Grade PYP students (Rainbow - No/Low work completion (Behaviors (Fails…

- - - - Assign a buddy or partner - Having a peer to help her stay accountable could be beneficial
      - Break down assignments and directions - student could benefit with more direction and giving more step by step instructions or methods could help
      - Do unfinished work during unstructured time - Having student take extra time to do work would be both a gift and curse for the child. She would get extra time to do the work but there would be a natural punishment where the student loses what they may view as "their" time.
      - Visual Schedule - Having a way to visualize and keep track of tasks and goals to stay on top of them
    - - Check in / Check out - Give the student extra accountability that would include other teachers and possible the parents
      - Peer Tutoring - Have other students help her with her work and help her keep up with tutoring.
      - Individual and Visual Schedules - give additional structure and individualization to the visual schedule
      - Mentoring - Schedule a weekly or bi-weekly mentoring time to assist student
    - - Organizational tools- Help student develop tools to organize themselves to complete their necessary tasks
      - Mentoring - Increase the frequency of mentoring. Perhaps seek alternative mentor.
      - Individual and Visual Schedules - Analyze the previous schedule. See what worked and what didn't. Modify the scheduling method and find new methods of interface.
      - Check in / Check out - Increase the amount of accountability by adding more specific check-ins.
- - - - Give Choices - Giving student options will make him feel as though he has some control over his learning
      - More structured routine - A more structured routine will make the student more comfortable
      - Praise when cooperative and well behaved - Positive reinforcement with the desired behavior can create an internal motivator
      - Clear, consistent and predictable consequences - If the student knows the rules and the consequences than he is more aware of his behavior and less confrontational when faced with consequences
    - - Daily Behavior Form - Student can see, on a day to day basis, their actions and create a greater sense of understanding and personal responsibility
      - Mentoring - Schedule weekly to bi-weekly mentoring meeting with the student
      - Self-Monitoring- Set up systems for student to be able to watch out for their own behaviour
      - Teach social skills and conflict resolution - Help the student learn healthier methods of dealing with the conflicts and problems they encounter
    - - Behavior Contract - Have the student make and agree to a contract that dictates the acceptable and unacceptable behavior from the student
      - Mentoring - Increase mentoring opportunities or look at other mentors
      - Behavior Intervention Plan- Give more direction on behavior modification and potentially include administration and parents
      - Teach social and conflict resolution skills - Work more with students to build these skills on a more frequent basis