When: when a student is talking too much with those around them"

How: "To get students moving and increasing activity levels, try having students physically move their desks to a new spot"

Why: "helps improve learning environment" and "helps reset some students"

When: "when students seem out of place, ostracized, or isolated"

Why: "helps students fit in" and to "function better in classes"

How:At the Tier 1 level, whole class instruction on the topic of "taking turns". An example resource for teaching this is the article "Social Mistakes Intellectual People Can Make". Could focus students on problems with "thinking you have all the answers and discount[ing] other people's input" as detracting from positive class climate and rapport with classmates.

When: "when students exhibit persistent behavior problems"

Why: "increases student 'buy-in' and "holds students accountable"

How: "decide on main problem behaviors" and put them in a contract, explaining procedure to student. Make a big deal out of the student signing name. Review behavior with student in set time intervals.

Why: "produces a challenge with a payoff"

When: "when students are impulsive"

How: "praise for performing expected behaviors" and
"earning privileges for meeting expectations"

Ex. One way to do this would be to have the student earn a "no homework voucher", along with the student who successfully answered the question. A set number of no homework vouchers could be turned in instead of a homework assignment.

Data Tracking Tool #1 ⭐ "Daily Positive Behavior Tracking Form". This form is a shared effort by all teachers for a student throughout a day, with places for detailed peformance rankings, including "poor", "average" based on one or two "target behaviors". This is appropriate for older students, as it requires student review and signatures.

Data Tracking Tool #2 ⭐ "Antecedent Behavior Consequence Log". This form allows teachers to more clearly link causes to student behaviors, as well as student reactions to specific behaviors. As opposed to lower grade bands, this form fits 9-12 because, first of all, it is not displayed as an overarching, inexorable consequences chart that labels a student, but rather, serves as a log to be discussed with other teachers and the student. It might also help the student reflect on specific reactions. :

Redirect ⚠ ask the students to stop talking and remind them to pay attention to task in 1-2 sentences.

Redirect: ⚠ hold up "Antecedent Behavior Chart" and visibly make a note of disruptive student behavior. Remind student of appropriate norm/rule.

How: mentor should do something "fun and engaging with the student" while gradually and casually bringing up problem areas in student's performance.

Why: improves motivation and morale; better interpersonal connections.

When: "When students exhibit very little motivation and effort or just do not seem to care about work and/or behavior."

Why: "provides student with full attention of adult" (with parent's permission for counseling).

When: "when a students needs are greater than those a teacher can provide in clasroom setting" By this point, if a student hasn't responded to a behavior contract and meetings with a teacher over less desirable behavior, by allowing for a more stimulating class conversation, perhaps a counselor can get to the underlying issue.

How: can set up a meeting days in advance, or, for "spontaneous referrals", may send student to counselor with a note. Walk the student to the counselor's office, or have the counselor come retrieve the student.

Redirect ⚠ remind student that it is polite to give others a chance to speak; say no more than 1-2 sentences.

Data Tracking Tool #3 ⭐ "Weekly Scatter Plot". At this point in the intervention process, the teacher has tried multiple interventions and has referred the student to an outside resource. A data tracking tool like this allows a snapshot view of the different kinds and frequency of behaviors and interventions attempted.