PBIS: Lack of Participation: Wilfredo is transitioning into 6th grade at a new school. He has moved from Mexico to Guatemala. He is bilingual in English and Spanish. He is a regular concern for lack of participation in class. He manifests his apparent disinterest in a variety of ways, including appearing withdrawn from the teacher and at times from his peers, avoiding eye contact with the teacher, acting as if he doesn't understand basic questions, displaying different degrees of boredom or disinterest, falling behind in class, frequently saying I don't know or refusing to use words at all, and frequently appearing sad and unhappy. Although he is regularly redirected verbally in class, praised on the occasions he shows a good attitude, Wilfredo is known to be having trouble adjusting to middle school. Although his family situation is unknown, his parents have been unresponsive to numerous requests from several members of the faculty to discuss Wilfredo's struggles at school. According to a study titled, Student Engagement at School - a Sense of Belonging and Participation (2003, p. 3) student engagement, participation and performance is "directly correlated with their sense of belonging."
Assign a buddy or a partner (PBIS World, 2019): provides good opportunities for socialization and interactions.
Non-verbal cues (PBIS World, 2019): Creates a positive working dynamic with student without drawing negative attention to him
Call a parent or guardian or send a note home (PBIS World, 2019): provides parents with direct and accurate information about child's experiences and behaviors at school
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After repeated attempts to contact the parents without success over the last several months, request approval for a counselor referral (PBIS (2019): This will help the parents understand the importance of their communication with teachers with the school, as well as increasing specificity of interventions and supports and tailoring a plan of action to Wilfredo's needs.
Conduct a Functional Behavior Assessment (PBIS 2019): This helps identify behaviors that might not be obvious, as well as helping to identify the root causes and reinforcers of these behaviors
Create a Behavior Contract with Wilfredo (PBIS (2019): this helps hold the student accountable for his actions, increases student motivation and effort, and improves home/school communication.
Alternatives to detention/suspension: After-school mindfulness and breathing work to help student get in touch with his own feelings and with a view to learning how to label, identify and work with strong feelings. https://youtu.be/ZzjKJK00tT8
Daily Behavior Form (PBIS (2019): Increases the incentive established in the contract, holds the student accountable, provides a daily written record of how the student is holding himself accountable and checking in with his own behavior and progress
Alternatives to suspension (PBIS (2019): Participate in in-school service to provide student with an opportunity to help the school and develop a sense of empathy for others and responsibility towards the the school community.
Establish a rewards system (PBIS (2019): This provides incentive for holding his end of the contract, provides incentive, and provides a concrete reason for students to work towards behavioral goals
1) PBIS World Data and Tracking System Form (PBIS World 2019); 2) School Counselor referral form (PBIS 2019); 3) Self Monitoring Assignment Sheet PBIS (2019)
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