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Positive Behavior Intervention Supports (PBIS) for Lower Elementary…

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        Strategies to direct behavior based on data tracking
        
        Mentoring
        -Why: This strategy can provides a student with a personal connection and buy-in so they will perceive school, teachers, work in a more positive light.
        -When: When a student is having significant issues getting along with others and other interventions seem to fail.
        -How: Mentors should be supportive, encouraging, and engaged and help students to set goals, plans, and solutions
        
        Forced Choice Reinforcement Survey
        -Why: the survey can provide valuable insight as to what type of rewards and incentives a student desires.
        -When: When a student is disinterested in schoolwork, following directives, rules or expectations. When a student doesn't respond to reward system in the class.
        -How: Either read the instructions and questions on the survey to the student and have the student complete the survey. When the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, behavior plan, etc
        
        Time Out (Structured Time Out)
        -Why: this strategy is a quick and easy way to deal with behavior problems and disruptions. it provides student with a consistent and predictable consequence that is structured and always the same procedure.
        -When: When a student exhibits frequent behavior problems and disruptions and doesn't respond to other intervention or consequences.
        -How: The teacher need to choose a specific spot in the classroom and always use that same spot. Provide some kind of timer or way to measure the time in time out. And then have students complete a think sheet while in time out and give them some rules like sitting quietly or no talking.
        
        Data tracking system
        
        Forced Choice Reinforcement Survey
        
        This survey can collect information from the students' perspective. When the reward system in the class doesn't work for the student, teachers can try to hear the opinion directly from the student. The teacher can read and check the box for students, so this survey is good for students from grade 1
        
        Time out log (for teachers)
        
        This time-out log are good for any grade students since it is maily for teachers to use. Teachers can track students' problematic behavior, their reaction to the time-out, and the total time for the time-out to effectivly address hyperactive students' behavior problem.
        
        parent questionnaire
        
        when students have serious language using problem and seem not respond to intervention. It is a good strategy to get parents involved and get information from parents' side
        
        Strategies to direct behavior based on data tracking
        
        Behavior contract
        -Why: Behavior contract can provide structure, routine, consistency, and organization to students' daily conflict. So it can increase students' accountability and improve communication between school and home.
        -When: When students exhibit persistent behavior problems and when students exhibit persistent emotional difficulties, like frustration, anxiety, tantrums, etc.
        -How: Teachers use/design a Utilize a daily behavior form, chart, or report card. Decide on the main problem behaviors with students and put these on the chart. Rate students' behaviors each day and review the student’s daily behavior and marks with them.
        
        Counselor referral
        -Why: School counselors are more professional to deal with students' behavioral and emotional issues. So referring students to a counselor can increase the specificity of interventions and supports and tailors them to the student. They can also provide students with more one on one help, support, and intervention.
        -When: When students' behavioral disturbance is greater than those the teacher can provide in the classroom setting. They will need more support and attention to address their problems.
        -How:
        
        Check in Check Out (CICO)
        -Why: CICO can help students to improve their behavior and academics when other interventions have failed.
        -When: When kids have attention, focus, and impulsivity issues and other interventions have failed.
        -How: students need to check in with an adult at the start of school each day to retrieve a goal sheet and encouragement. Teachers provide feedback on the sheet throughout the day. Students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in
        
        Data tracking system
        
        Check in Check out (CICO)
        
        CICO can help students that are hyperactive. By negotiating the daily goals with students and have the visual form to have all the teachers to check, the students can have a very clear idea of how he is doing toward his goal for the day.
        
        Counselor referral form
        
        This form can collect the reflection from students, such as what's the problem they have; how do they feel about it; what's the size of the problem. This could help teachers to understand better about students' problems.
        
        Behavior contract
        
        This form requires the teacher to sign per day or per half day each time the child exhibits appropriate behavior. There should be a reinforcer or reward in place for a specific number of teacher initials. (Watson, 2017, March 18)
      - Data tracking system
        
        Size of the problem and reaction form
        
        The purpose of this visual is to help students learn how to put problems in perspective. As we think through various problems and their relative sizes, we can see how students compare to each other. By determining the relative size of the problem, students will gain a deeper understanding of how to look at the "big picture" and put problems into perspective. ("Size of the Problem", 2016)
        
        Teaching style online survey
        
        This survey can provide information and data to teachers to understand their teaching styles. Teachers could change their styles to suit hyperactive students' needs.
        
        Learning style questionnaire
        
        This Questionnaire fits 3rd grade or above students to assess the best learning styles that fit them. But teachers can always simplify or read and help younger students to check the box. And it also provides the detail description of the learning styles and suggested activities.
      - Strategies to direct behavior based on data tracking
        
        Stress ball or Fidget
        -Why: When students have a hard time to sit still, the outside stimulus can help them maintain focus. They can benefit from keeping their hands busy and off other students and objects
        -When: Students have a hard time to sit still. For example, they walk around the classroom; they move objects with their hands frequently; they annoy other students. When students are diagnosed as ADHD/ADD
        -How: Explain to a student that they will receive a stress ball or fidget to use when they are unfocused, nervous, anxious, feeling fidgety, hyper. So they can focus better or get through feelings of anxiety or nervousness. Explain to the rest of the class why the student has the stress ball in case they want one as well. And the stress ball is only for that student to use
        
        Alternative mode of completing assignments
        -Why: Students learn in various ways and modes. They will respond better and be more engaged in the class if teachers can present the content in different ways.
        -When: Teachers can try multiple teaching styles and strategies in the class. Teachers may want to suggest or require that certain students use a specific mode of completion if it seems that mode may work best for that student.
        How: Teachers can design more active activities that students can move around. Some students prefer to draw their answers instead of verbally speak it out or write it down in assessments.
        
        Teach conflict resolution skills
        -Why: Students who are hyperactive are usually had daily conflicts with their peers and teachers. To help them save more learning time and being more mature and independent, teachers should teach conflict resolution skills to hyperactive students.
        -When: Students learn in various ways and modes. They will respond better and be more engaged in the class if teachers can present the content in different ways.
        -How: Teach students different conflict resolution skills like self-talk as a whole group or small groups. When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them.
- - - - Strategies to direct behavior based on data tracking
        
        Talk one on one with student
        -Why: This allows cool-down time for both teacher and student. It disincentivizes bad behavior by removing an audience for the student to show off to. Also has a weight of seriousness that my be more impactful on the student.
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        -When: If a student has caused a disruption to class, or if it has been addressed with the student during class multiple times already
        -How: Validate the students feelings that may have begun the behavior. Say things like "I know that you got mad after that...I can see you were sad after that". Ask open ended questions and avoid lecturing. Then teach alternatives such as walking away and taking a break.
        
        Reflection Sheet
        -Why: We learn from reflecting on experiences, good and bad. A Reflection Sheet is a very effective tool to use when a student is displaying unacceptable or acceptable behaviors and can be used in conjunction with the Class Rules. The sheets can be used to help correct undesired behaviors or, alternatively, to reinforce those students following the rules and exhibiting expected and desired behaviors.
        -When: Students are exhibiting unacceptable behaviors, not following school or class rules, or conversely also when they are on task, displaying appropriate behaviors, and following school/class rules
        -How: The student is withdrawn to reflect on his/her behavior and completes the Reflection Sheet, discussing it with the Teacher after it is completed. A timer may be used. Alternatives to writing may be drawing pictures, talking into a microphone and recording responses, or typing responses into computer
        When sending a student who is exhibiting appropriate behaviors and is following the rules, the student may share with the class what behavior and expectation they were “caught” doing correctly. Additionally, these students may receive a small reward or a sticker toward a reward.
        
        Teach Conflict Resolution Skills
        -Why: Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc. This Enables and empowers students to be more independent and highly functioning, promotes maturity and improves self-confidence
        -When: Conflict resolution skills are good to teach all kids in your classes at the beginning of the year and then again once a month to keep the strategies fresh in kids minds. Skills can also be reviewed if there are conflicts or bickering during the year
        -How: Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills. When students fail to use the taught skills, have them reflect on how they could have handled the situation or conflict and role play it with them.
      - Data tracking system
        
        Daily positive behavior tracking form
        
        Teacher can use this form to negotiate a behavior goal with student for the day and ask each teacher who is in charge of the class to rate students' behavoir. This can give both teacher, student, and even family. This form could work from kindergarteners to fifth graders
        
        Bullying-time to think sheet
        
        When students have the problem to use a mean word to tease other peers, they can use this form to reflect their own problematic behavior or expression. With the help of pictures and the support sentences, this form is good for lower elementray students to use.
        
        Card Flip Tracking
        
        The visial sign in class can give lower elementary students a very clear warn by showing them different colors. And by trackng the times students get the cards can provide clear data for teacher, students, and familiies of their target behavior.
      - TIER 2
        
        Strategies to direct behavior based on data tracking
        
        Teach Relationship Skills
        -Why: Reduces conflicts, arguing, improves coping skills
        -When: With students who seem to be "loners", or are bullied, or when students seem socially awkward -
        How: Use any opportunity to model and role play relationship skills, like when a student name calls and others choose not to play with them, when a student shares, when a student helps another, etc. Take students aside to discuss and have them reflect on how their behaviors affect others, what behaviors would make others want to be friends with them, etc.
        
        Peer Tutoring
        -Why: Increases student trust and rapport, allows students exhibiting good behavior to participate in helping classmates
        -When: When a student is inattentive and unfocused, when a student needs directions repeated a lot and concepts reviewed multiple times and ways, or when a student asks frequent questions and needs frequent clarification
        -How: Peer tutoring may be done as a structured and routine procedure or on an as needed basis, depending on the students needs and peer tutors. Peer tutors should be those students that are capable of working with others well and who grasp the concepts and ideas well enough to explain to others
        
        Social Stories
        -Why: Provides visual examples of behavior expectations, presented in a story format
        -When: When a student lacks social skills and needs reinforcement of class rules, routines, procedures
        -How: Teachers can either look for a pre-made social story in the resources below or create your own using the resources below or you can take one from the resources and adapt it to your needs. When the social story is complete, review it with the student daily before they perform that routine, procedure, or activity. After the student learns the social story well, have them review it on their own before they perform that routine, procedure, or activity
        
        TIER 3
        
        Strategies to direct behavior based on data tracking
        
        Teach Relaxation Techniques
        -Why: Many students want to be successful but haven’t yet developed all the skills, which can lead to anxiety/frustration. Students can get overwhelmed easily, and relaxation helps refocus and refresh students
        -When: When you see a student becoming frustrated (banging things, groaning, crying, refusing to do work), if they are having a "bad day", or are unfocused or off task
        How: Teach techniques such as deep breathing, count to ten, scribble, color, read, listen to music or nature sounds
        
        Reward System
        -Why: Provides positive feedback, gives incentive for good behavior, provides concrete and visual reason for students to work toward behavioral and academic goals
        -When: Students have chronic behavioral problems, missing or incomplete work, poor attention and focus
        -How: Praise, earning privileges or free time for completing tasks, small item rewards for following rules or procedures such as stickers, trinkets, pencils etc
        
        Time Out (Structured Time Out)
        -Why: this strategy is a quick and easy way to deal with behavior problems and disruptions. it provides student with a consistent and predictable consequence that is structured and always the same procedure.
        -When: When a student exhibits frequent behavior problems and disruptions and doesn't respond to other intervention or consequences.
        -How: The teacher need to choose a specific spot in the classroom and always use that same spot. Provide some kind of timer or way to measure the time in time out. And then have students complete a think sheet while in time out and give them some rules like sitting quietly or no talking.
        
        Data tracking system
        
        Response to Intervention Data Collection
        
        Teachers can use this data collection log to record the assessments and intervention students had and their results. So teachers can modify their plans and intervention in time.
        
        Self monitor form
        
        It is important to teach and improve students' self monitor strategy to improve their behavior. This form fits lower elementary students to remind themselves to make a good choice at the beginning of a day.
        
        parent questionnaire
        
        when students have serious language using problem and seem not respond to intervention. It is a good strategy to get parents involved and get information from parents' side.
        
        Data tracking system
        
        Reward chart
        
        Teachers and students can discuss the target tasks to receive stars on the chart and what's the reward they can have if students have enough starts. By showing lower elementary students the visual star they are owning can help them to encourage to use appropriate words.
        
        Functional behavior assessment .
        
        This is a form for teachers to collect information about students who are not responding to interventions and unclear as to why their calling name behavior is occurring.
        
        Check in Check out (CICO)
        
        CICO can help students that are hyperactive. By negotiating the daily goals with students and have the visual form to have all the teachers to check, the students can have a very clear idea of how he is doing toward his goal for the day.