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Low Or No Work Completion (PBIS Indicators: (Has low energy and motivation…
Low Or No Work Completion
PBIS Indicators:
Has low energy and motivation
Has low academic ability
Appears lethargic or slow
Assignments turned in incomplete
Has home or environmental issues
Becomes frequently frustrated and discouraged with work
Has little home support and involvement
Fails to study
Shows little or no participation or interest
Has poor organizational skills
Consistently fails to follow expectations for work completion
Little to no follow through
Intends to try more and start doing better, begins to improve, then quickly falls off again
Tier 1
If the data indicates no progress after 6 months, we may consider moving to tier 2.
Tier 2
If the data indicates no progress after 6 months, we may consider moving to tier 3.
Tier 3
Strategies
Discuss and decide on an alternatives to suspension, such as school service or loss of privileges.
Schedule regular behavior meetings with students, family, and other teachers.
Set a Behavior Intervention Plan
(BIP)
https://www.pbisworld.com/wp-content/uploads/No-Effort-Work-Participate-BIP.doc
Refer to a counselor for further support.
Strategies
Set up a consistent and supportive peer tutoring system.
Refer to the school counselor for more support
Discuss and teach coping skills
Discuss and teach organizational skills
Discuss and teach growth mindset skills
Touch base with student and family on a consistent basis.
Agree on and sign an honest and realistic Behavior Contract
Complete a Forced Choice Reinforcement Survey
https://pbisworld.com/wp-content/uploads/Forced-Choice-Reinforcement-Menu.pdf
Complete a Daily Behavior Form
https://edbrc.tamu.edu/resources/reportcardnumber.pdf
Problem: The student struggles to understand, begin and complete assignments.
Solutions:
Break down assignments and give direct, clear and concise directions.
Model each step of the assignment, and discuss choices the student may make at each step.
Assign a buddy or partner to help the student plan and start assignments.
Allow the buddy or partner to model their process and progress through the assignment.
Grade assignments on criteria that emphasize effort and level of completion.
Problem: The student struggles to self-motivate and shows little self-control and discipline
Solutions:
Define and agree on clear, consistent, and predictable consequences for strong or poor effort going forward.
Give clear, realistic choices in challenging situations.
Encourage intrinsic rewards by recognizing, praising and recording when good attitude and effort occur.
Offer extrinsic rewards for good effort or task completion with a personalized reward system agreed on by the teacher, the class, and the student and their family.
Create a visual achievements chart or memory book showing the student’s progress, including brief personal reflections (by the student) and/or photos of proud moments of progress.
Problem: The student is very disorganized and struggles to keep his papers, books, and materials in order.
Solutions:
Create and explain a daily planner for the student to use to plan and record daily tasks.
Use a visual schedule to plan the time spent and steps taken for each task.
Encourage and monitor the student to organize his materials daily.
Complete a Daily Behavior Form
https://edbrc.tamu.edu/resources/reportcardnumber.pdf
Description of behavior
This student is a Grade 6 male student.
He is a second language learner in a full English program.
He lives with his grandparents, has no siblings and does not see his mom or dad often.
He consistently displays a poor work ethic and performs very weakly on almost every academic task assigned.
He shows no motivation to improve or work hard and does not show any indication that he is able to apply himself on any personal, physical or academic task.
He does not like to read and shows no interest in hobbies.
When confronted about his academic performance, he says he is just super lazy, so he can't do the work.
He seems to actually believe this-- that he is incapable of trying or improving!