One On One Talk with Student
Why?- Students are more likely to be engaged and listen when they are away from other students. Also students may take the conversation more seriously and it will be more private and effective.
When?- If the student has caused a disruption or is upset. Also it is effective when a student is shy or when a behavior has already been addressed multiple times in class.
How?- It's important to remain calm and cool. It is also important to make sure to use effective language that is concise and succinct.

Reflection Sheet
Why? - A lot of times we learn things only after we have initially failed at something or done something wrong. Reflection sheets can be very helpful in letting students know what behaviors they need to correct.
When?- Students are not following classroom rules, norms, procedures or exhibiting unacceptable behaviors.
How?- Student is placed in a reflection area. The teacher briefly explains why the student is being brought there and what to do.

Take away privileges
Why?- Students will often respond well to losing privileges. In addition, they will be more motivated to met expectations as well as see the logical connection between their actions and the consequences.

When?- You can be flexible, but it should absolutely be done once the first example of lying and cheating is observed in order to set firm boundaries.

How?- Be sure to use a calm and neutral tone when speaking to the student. Give the student options when appropriate. Clearly state the privilege that is being taken away and what the student should differently in the future.

Reflection Journal/Essay - Having students do a reflection regarding their behavior often makes the student deeply analyze and process what has happened. It also helps to keep a record of student habits, behaviors and actions that were taken in the event that the behavior continues.

Tier 1 Intervention General Tracking Form- This form is a great way to start to document behaviors, what happened, how it was addressed and make the student take ownership for their action.

Behavior Documentation - Using a standardized method of tracking student behavior can keep a cumulative record that is also an effective tool in tracking student's performance overall.

Behavior Contract
Why?- This method is ideal for high schoolers. It promotes organization by providing structure, routine and consistency for the student. Also, it gives the student a sense of self responsibility and accountability while also offering more one on one support.
When? - This method is most effective when students show consistent behavioral issues and often fail to complete daily tasks on a routine basis. Furthermore, it is effective when the students' actions have been experiencing frequent emotional difficulties and maybe be defiant.
How?- Select a daily behavior chart that targets the areas you intend to focus on with the student or allows you to add those. Place these targeted areas on the worksheet and go over it along with the contract with the student. Send a copy of the behavior contract home so parents are also aware of the actions that have been put into place.

Behavior Intervention Plan
Why? - This method provides a more individualized plan for success while also providing more intensive monitoring and intervention to better support the student.
When? - Students exhibit any behavioral, emotional or other difficulties that affect their learning and/or the learning of others in their classes. In addition, if there is a suspicion that a parents may be causing students issues that affect their daily lives at school.
How? - Gather data regarding student behavior using some of the designated data forms such as a functional behavioral assessment or other such document. Analyze this data and then meet with students, teachers, parents and supporting staff to address issues and make a plan. At this point you may also want to establish regular behavior meetings.

Alternatives to Suspension
Why?- Suspension is often not a punishment for students. In fact, in some cases, students are intentionally trying to get suspended to avoid work. It is important to ensure that the actions taken are motivating student behavior to change.
When? - When students are frequently being suspended, acting out or intentionally trying to get suspension. Also, when it is necessary to discipline the student but also provide instruction and suspension seems ineffective.
How? - Avoid being drawn into power struggles with students. Decide what type of consequence there should be. Consider things like in school suspension, school service, community service, detention, loss of privileges or parental supervision.

Functional Behavior Assessment - Using a form such as this will allow students to consider their actions while also providing an analysis and information as to why a student is behaving a certain way.

Learning Style Survey - Taking a survey of a student's learning style may help to identify areas of opportunity that led to the lying/cheating behavior. It is an effective way to do a root cause analysis.

Problem Behavior Survey - In some cases there may be behaviors that are a symptom of a much larger issue. Using this survey may help students to understand why they are taking the actions that they are.

District Behavior Intervention Team/ Behavior Specialist Student Referral Form- Once a student has reached this level of intervention, it will become necessary to involve more individuals in the interventions. These teams and forms allow more time and effort to be spent on helping the issues being identified and addressed.

Antecedent Behavioral Consequences Log - Students are far more likely to be held accountable when there is a log of their behavior, possible causes and the subsequent consequences for this behavior. Also this form allows for parents to be more actively involved.

Counseling Referral Form - At this point in intervention, students may need to receive some further assistance outside of the classroom. Utilizing a more neutral third party to help identify root causes of the issues and how to process the results of actions enables students to take responsibility and ownership for their behavior.

Behavior Meetings
Why?- These meetings can provide more current and up to date information. In addition, it also helps family at home to aware of what is going on at school. Keeps older students accountable for their actions and also holds inactive parents accountable for their children's behavior.
When?- At tier 3, meetings should be regular in frequency and consistency.
How?- To begin, create a formal or informal agenda for your meetings and share with all participants. Provided guidelines and expectations for meetings. Keep an even tone, stay on topic and set time limits for your meetings. Provide relevant documents for all participants and also be sure to have a sing in sheet to record all attendees.

Behavior Intervention Plan
Why? - This method provides a more individualized plan for success while also providing more intensive monitoring and intervention to better support the student.
When? - Students exhibit any behavioral, emotional or other difficulties that affect their learning and/or the learning of others in their classes. In addition, if there is a suspicion that a parents may be causing students issues that affect their daily lives at school.
How? - Gather data regarding student behavior using some of the designated data forms such as a functional behavioral assessment or other such document. Analyze this data and then meet with students, teachers, parents and supporting staff to address issues and make a plan.

Counselor Referral
Why?- Obtain written consent from legal guardian of child before referring to a counselor. Allows student more privacy and a more focused one on one intervention with the undivided attention of an adult.
When?- As long as you have obtained consent from a legal guardian, counselor referrals can be scheduled or spontaneous. If the student has continued to demonstrate lying or cheating behavior, they may require further intervention to uncover the root cause of the behavior. This is especially true if the student has become agitated or needs more privacy than can be provided in the classroom.
How?- If possible to plan ahead and then have student have a fixed appointment. You may also want to briefly meet with the counselor to brief them on the situation. If not possible, it is preferable for the student to be escorted to the office. If not possible, try to include a note describing the situation and need for the meeting.

Student Progress Self Evaluation- This form will also be effective to help the student track their progress of their issues, what steps are being taken and how they are improving.

Referral to Behavioral Specialist - Please note you will need the consult of a legal guardian prior to implementation. Once a student reaches tier 3, there may need to be involvement outside of the classroom inside the school as well as at home. If other interventions have not effectively addressed the issue then the student will need further scaffolding and assistance on a individualized and focused basis.

Functional Behavioral Form - A form like this can help identify root causes of behaviors and also provide data for future reference regarding this student. In addition, it can also help to identify other root causes and solutions that may apply and work for other students. Also, this form will help involve other support members for the students and make them aware of the causes and plan to address these issues. It is specifically helpful for parents and other support staff to know what to do to assist outside of the classroom.

Behavior Intervention Plan
Why? - This is a more intensive intervention and formalized plan to assist students. It will increase support around the student and should be done on across all subjects. It provides an individualized plan for the student that involves students, faculty, teacher and parents all at once.
When?- If students demonstrate behavior or emotional issues that interfere with their or other students abilities to complete work. In addition, if it becomes known or observed that parents are doing something that affects the students ability to perform in class properly.
How?-It's best to use a data tracking form and then analyze data after a period of time has passed. When you analyze the data you should use a functional behavioral assessment form. Create a plan that includes details of expectations for students, teachers, and parents.

Peer Tutoring
Why? - This is beneficial on many levels. It provides students more immediate one on one feedback. It is often more comfortable for the students and less embarrassing. In addition, it increases classroom efficiency and also supports student independence.
When? - If a student needs frequent attention, clarification, or is unsure or not confident in asking questions in the class as a whole.
How? - Meet with both students to discuss how the process should work. Verify that the peer mentor is familiar with concepts before tutoring. Clarify that tutoring can be more or less structured based on student need. Also, it can be done on a daily or as needed basis. Advise peer tutor how to assist and mentor without doing all the work for their classmate, use active listening skills and know when to involve the teacher if tutoring is no longer productive.

The Praise Game
Why? - This action places a positive emphasis on an action that is student centered. It helps to model behavior and doesn't single out a specific student.
When? - It should be done every day throughout the class period.
How? - Place students into groups and assign a few tasks for them to accomplish. After a short period of time (3-5 minutes using a timer), stop and acknowledge which of these students have been meeting the criteria of the game. It should be an "all or nothing" activity.

Student Learning Style Survey-
Often when a student struggles with organization there is a root cause. Conducting a student learning style analysis may allow more detailed information to process the opportunities a student has. In addition, they can more specifically address issues or specialize their corrective actions.

Antecedent Behavior Consequences Log - As a means of empowering the student, it may prove to be effective to have the student keep a record of their behaviors, their actions and consequences. It will allow both the student and teacher to track the progress and share with parents when necessary.

PBISWorld.com Behavior Intervention Tracker - When the intervention reaches tier 2 it may be time to start involving more members of the student's life and school community to help correct and praise behaviors. Tracking their behaviors, both good and bad will allow a more detailed analysis to be available.

Non-Verbal Signals and Cues
Why? - It signals the student to address behavior issues in a discreet way and saves classroom instruction time. It's easy to do and is more comfortable for students and makes them likelier to participate.
When? - If student is losing focus and beginning to exhibit unwanted behaviors. If a student is struggling to participate, or speak in front of a class this is a good way to redirect their behavior.
How? - Meet with the student and decide on the cue that will be used. Explain the purpose to the student and practice so they learn to recognize them. Also, make sure to create different cues for different behaviors.

Behavior Contract
Why? - Students may need more one on one intervention and accountability. This contract keeps them accountable and to responsible for themselves. In addition, it also teaches them how to have motivation, buy-in and communication.
When? - After 6 months of Tier 1 have not produced desired results you may need to use this method. Also, if students are very unorganized, consistently have behavior or emotional issues, or are defiant.
How? - Meet with the student to create a daily tracking log for behavior. Send a copy of the contract home to parent to sign and check in with students. In addition, make agreements together for consequences when contract requirements aren't met.

Breakdown Assignments

Why? - Students can be overwhelmed by assignments. Smaller chunks make assignments easier for students to read, process and complete. Also, this helps students who struggle with organization to use a more systematic approach to checking off tasks as they are accomplished.

When? - Students are often quite effective at demonstrating when they need this intervention. When students appear overwhelmed, anxious, reluctant to start or when there is a known issue of ADD/ADHD.

How? - Look at the assignment as a whole. Break it into individual steps or chunks (if it is a larger project/task). Provide a checklist for students to track their progress with their accomplishments.

Teach Coping Skills

Why? - Teaching students these skills has benefits both in and out of the classroom. Students will gain more self confidence. They will increase their self esteem, independence and assertiveness. In addition, students will learn better problem solving skills and overall behaviors while being empowered. Also, it increases the teaching and learning time in the classroom.

When? - These skills should be introduced all the time. However, they should absolutely be introduced when students are struggling with expressing their emotions appropriately, handling criticism, or when there is a frequent need to address meltdowns, console or encourage students.

How?- It's always important to teach coping skills to all of your students. So start with the class as a whole. When necessary, meet with individual students to help them. Working with students requires active listening skills, remaining calm, and being firm while setting boundaries when needed.

Provide coping techniques/mechanisms for students

Direct student behaviors

Daily Journal - Students begin to track their work and emotions/reactions to situations as they arise. Once they have a week's worth of entries, they can meet to review with the teacher if they like or do their own self reflection.

Daily Planner
Why? - A self sustaining method for students to take ownership of their organization. It also provides them with structure and helps them layout of the activities for the day and week.
When? - When students frequently miss or lose assignments, if they are poorly organized or struggling with their workload.
How?- Some schools may provide students with a planner, if not you can offer a template to a student or ask their parents to become involved and provide one to their child. Once they have a planner, make time to sit with student and help them schedule and organize themselves more effectively. Also it is helpful to give or show examples.

Individual & Visual Schedules
Why? - This method provides students with a more specific way to organize their time with a degree of detail based on their individual needs. It decreases student waste time and allows them to have smoother transitions between activities and classes throughout the day.
When? - This is effective when students have difficulty "self starting" or making transitions on their own. It is also useful for when students struggle with disorganization on a larger scale. It also most with students who are strong visual learners.
How? - Create a student specific schedule involving the student in the process so their is "buy-in" as well as accountability. In addition, use the schedule as reference point and reinforcement of the corrective actions you are both working towards. Use frequent reminders to help student adopt the new habit.

Tier 1- At this point in the PBIS, students will be provided with corrective actions and then follow through plans in order to allow for student self correction. In the case of Student A, a plan should be implemented with specific actionable goals and checkpoints in order to ensure progess. In the case of Student B, corrective actions will be given along with opportunities to work on root causes to avoid reoccurence of such issues. A log or record of behaviors should definitely be kept by the teacher and may require more faculty involvement from the begining than with Student A.