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Failing To Turn In Work image (Tier 2
Intervention (When should I do it:,…
Failing To Turn In Work 
What is the problem?
The student may:
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Have completed work in their folders, locker, or backpack
Have a very messy locker, desk, or backpack
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Act out, clown around, or other inappropriate behaviors
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If the student continues to disregard interventions then the following needs to be addressed in a timely fashion; A written report to maintain a record of tried methods. Setting up a meeting with the the school administration and parents to further communicate and set up a more comprehensive work time management to help him with the work assigned by teachers.
Psychological Tests, Assessments & School Neuropsychological Evaluations can be administered to determine if RTI or an Personal education assistant Is better suited to the student.
Tier 1 Things we can do.
Interventions:
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Rewards, Simple Reward Systems, & Incentives
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The student in class is exhibiting: Inattentive behavior , disengaged from class, sleeping
What can be done?; Talking with the student after class to find out the reason why his work is late or not handed in. Assign a study buddy and monitor the outcome making sure that the work completed is his own.
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Continued assessment;
After monitoring the student for a set amount of time, determine if all requirements and work has been met. If that Student has completed all work in timely fashion then a reward for doing the work can be given in multiple different ways that are age and school appropriate such as extra credit score to his GPA.
Tier 2
Intervention
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Why should I do it:
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Involves teachers, support staff, the student, and parents actively
Helps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc
When should I do it:
When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class
When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc
When students demonstrate significant difficulties with organization, motivation, work completion, etc
When you have parents that cause children to be consistently late, tardy, or who don’t help or enforce homework routines, etc
When students demonstrate any other significant and consistent issues that affect their school experience and learning
When students’ parents cause the student any other significant and consistent issues in school or related to school, like academic support, reinforcing good behaviors, etc
How do I do it:
After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior
After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
Implement the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the team again (student, teachers, parents, support staff) to review progress and make any necessary changes
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The objective of Tools for Teaching for the past 40 years has been to develop specific classroom management procedures that prevent both discipline and instruction problems. Moreover, in contrast to current initiatives, Tools for Teaching integrates the management of instruction and discipline within the classroom in the form of down-to-earth procedures.(Dr. Fred Jones)