Case Study. :
Scenario#1, Tardy student (Ross).

TARDY STUDENT(ROSS)

Data Tracking: Student Checklist/Intervention Tracking Form.

This process will involve a whole class instruction and starts with flexibility while addressing the disruptive behaviors at hand by monitoring student progress over-time.

Case studies deal with Older students who want more communication and respond well to directness.

• Natural and logical.

The Chatterers (Chatty Cathy and her BFF Conversational Carl).

Using proximity to attempt to quiet them by simply standing near Chatty Cathy and Carl.

Tier 2.

Threaten to inform the Home-room teachers or contact/call parent.

Chose a buddy or partner that will serve as a good role model.

Continue following up, using a reward system and positive reinforcement, acknowledging effort and progress in correcting behavior.

Self-Monitoring to promote self-awareness and reflection. Have students use a Tardy chart or checklist to keep track of attendance.

Data Tracking: Self-Monitoring Tardy- Assignment Sheet and Home-room Teacher Student Referral Form.

If Tardiness stops, praise students using positive language to acknowledge the correction of disruptive behavior.
If Tardiness continues, move to Tier 3.

Call on the two students by name and ask them to share their chatty moment with the class.

If behavior continues, move to Tier 2.

Tier 2:

Self-monitoring to promote self-awareness and reflection.

Give a warning and maintain and eye contact to alert students, clearly remind students of expectations and ask them to stop immediately.

Inviting additional support from the Homeroom teacher.

Data Tracking: Self-monitoring assignment sheet and Homeroom teacher referral form.

If behavior continues, move to Tier 3.

Make the Beginning of Class Important

Using activities like Ice breakers and Warm-Ups (5% Daily Warm-up Task on the grade)

Use a reward system/tactical rewards-using daily assessment/point grading system (20 points):

Redirect Chatty Cathy and Carl to the desired behavior. Remind them of the classroom expectations that they agreed to. Direct their attention to the positive behavior that you expect to see from them, for example, In this classroom,

Compare and Contrast the two Case Studies to find patterns in using tiered interventions for different behaviors (Tardy student (Ross) and The Chatterers (Chatty Cathy and her BFF Conversational Carl)).

General Reminder (Rules and procedures).

Individual Reminder.

Warning.

Detention/Meditation.

Home room teacher/Guardian/Parental contact.

Tier 3.

Tier 3

Move to a Behavior Intervention Plan (BIP) to provide an individualized plan to address the behavior problem, inviting additional support from counselors and/or support staff.

Home-Room Teacher Referral - Stage 1: Invite the Homeroom teacher to speak to the student to find out the root cause of the behavior.

Talk to the Home-room teacher and parent. Use a calm, neutral, tone about the student’s disruptive behavior.

If the behavior persists, Move to Behavior intervention:

Give detention/meditation and write behavior agreement. Have students fill out a form that encourages them to reflect on their behavior.

Office Referral. Give the students choices and warnings before sending them to the office. Call the office to let them know the children are coming and send another adult/Homeroom teacher with the children or have an adult from the office come retrieve the children.

Send a referral sheet/Homeroom teacher referral form to the office with a detailed description of the behavior.

Call Parent/Guardian or Note Home. Hold a meeting to discuss behavior situations as this Provides parents/guardians with direct and accurate information on children’s school behaviors. Builds rapport, trust, and open dialogue between school and home.