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POSITIVE BEHAVIOR INTERVENTION SUPPORT (PBIS) (Behavior: Unmotivated (TIER…

- - - - Speak with student in hallway
        
        When: After you have asked or addressed a student several times and they have not responded or persist
        
        How: Frequently call on students or groups of students that are off task, misbehaving, being distracting
        
        Why: Prevents students from challenging teachers in front of the class
      - Break, moving position in class, sending them on an errand
        
        When: When a student seems to be getting bored, sleepy, or their eyes are glazing over
        
        How: Thank the student for leaving and returning so cooperatively. Give encouragement to student upon return
        
        Why: Provides a class system for teachers to address students indirectly without having to stop instruction to speak with a student at that moment
      - Call on student frequently
        
        When: With students who seem unengaged or disinterested
        
        How: Frequently call on students or groups of students that are off task, misbehaving, being distracting
        
        Why: Can reduce unwanted behaviors and distractions
      - DATA TRACKING FOR TIER 1
        
        https://www.pbisworld.com/wp-content/uploads/Tier-1-Intervention-General-Tracking-Form.doc
      - tier 2
        
        Structured Breaks
        
        When: When a student seems to have lost focus and attention
        
        Why: Helps students with poor attention and focus
        
        How: Explain the process to the student and have them practice it before implementation
        
        Peer Tutoring
        
        When: When a student needs extra help starting assignments
        
        How: Teachers should always ensure the peer tutors have grasped the concepts themselves before moving on to help others
        
        Why: Creates a safer and less embarrassing and intimidating setting and climate for students to ask questions, express misunderstandings
        
        Reward system
        
        When: When students demonstrate low and persistent motivation, effort, and interest
        
        Why: Increases on task and attending behaviors
        
        How: Praise for performing expected behaviors, earning privileges for meeting expectations, or earning free time for meeting expectations
        
        TIER 3
        
        Self Monitoring
        
        When: When students have poor attention, focus, and impulse control
        
        Why: Improves self awareness and reflection
        
        How: Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
        
        Behavior Meetings
        
        When: When a student is at Tier III, regular and consistent behavior meetings are necessary
        
        How: Set time limits for the meeting, adjourning if it runs too long and setting a day and time to continue the meeting
        
        Why: Provides constant, updated, and relevant information for managing behaviors in school and at home
        
        Alternatives to Suspension
        
        When: When students really need the instruction but a consequence or discipline is warranted
        
        Why: Providing alternatives to suspensions can be much more effective in getting students’ behavior to change
        
        How: Alternatives may be discussed with a student or students before implementing them
        
        DATA TRACKING: SELF MONITORING ASSESSMENT SHEET
        
        https://www.pbisworld.com/wp-content/uploads/Self-Monitoring-Assignment-Sheet.doc
        
        DATA TRACKING: STUDENT LEARNING STYLE SURVEY
        
        http://www.studyguide.org/learning_styles.htm
- - - - When: When a student seems to be getting bored, sleepy, or their eyes are glazing over
      - How: Thank the student for leaving and returning so cooperatively. Give encouragement to student upon return
      - Why: Provides a class system for teachers to address students indirectly without having to stop instruction to speak with a student at that moment
    - - Alternatives to Suspension
        
        When: When suspensions do not seem to be doing anything and are ineffective
        
        Why: Providing alternatives to suspensions can be much more effective in getting students’ behavior to change
        
        How: Alternatives may be discussed with a student or students before implementing them
        
        Examples: In-school suspension, school service, parent contact, behavior monitoring, loss of privileges, behavior contracts
      - Forced Choice Reinforcement Survey
        
        When: When a student is disinterested in school work, following directives, rules, expectations
        
        How: Fill out the survey to illuminate student desired rewards https://pbisworld.com/wp-content/uploads/Forced-Choice-Reinforcement-Menu.pdf
        
        Why: Gives good data for developing behavior plans and reward or incentive systems
      - Behavior Contract
        
        When: When students exhibit persistent behavior problems
        
        How: Explain the procedure with the student
        
        Why: Increases student motivation and effort
      - TIER 3
        
        The Praise Game
        
        When: Should be played for the whole class period. Ideally, every day to promote consistency.
        
        How: Rules are retrieved from https://www.pbisworld.com/tier-3/the-praise-game/
        
        “Separate your students into “Teams” (i.e. by table groups). Write each table name on the board.
        
        Teach your students no more than 3 key classroom expectations. Good examples are Follow Instructions, Ignore Distractions, and Participation
        
        Set a timer to go off every 3-5 minutes. Whenever the timer goes off, praise and award a point on the board to each team/table that has met all expectations.
        
        Note that it is “all or nothing” for each team/table. If one student was missing an expectation, the team/table does not receive the point. They can try again in just a few minutes!
        
        At the end of the period, each team that receives at least 80% of the possible points receives a prize (ie pull from a treasure box). If applicable, you can award points/tickets in your school-wide token economy as the prize.”
        
        Why: Classroom misbehavior can reduce time on task and student learning. This intervention can help reinforce positive behaviors
        
        Self Monitoring
        
        When: When students have poor attention, focus, and impulse control
        
        How: Checklists and charts may be used by students to keep track of their behaviors
        
        Why: Promotes independent and responsible behaviors
        
        Counselor Referral
        
        When: When a student’s needs are greater than those the teacher can provide in the classroom setting
        
        How: Counselor referrals may be planned or spontaneous
        
        Why: First get consent from guardian. Frees the teacher up to continue teaching the rest of the class without having to stop to speak or counsel a student in the hall or away from the class
        
        DATA TRACKING: COUNSELOR REFERRAL FORM
        
        http://holden.mo.schoolwebpages.com/education/page/download.php?fileinfo=Q291bnNlbGluZ19SZWZlcnJhbF9Gb3JtLTEuZG9jOjo6L3d3dzEwL3NjaG9vbHMvbW8vaG9sZGVuL2ltYWdlcy9kb2NtZ3IvN2ZpbGUxMzEuZG9j
      - DATA TRACKING : FORCED CHOICE SURVEY
        
        http://www.spannj.org/BehavioralPresentation/BehavioralPresentation/Student%20Involvement%20%26%20behavior%20problems/Forced%20Choice%20Reinforcement%20menu/Forced%20Choice%20Reinforcement%20Menu.pdf
    - - When: After you have asked or addressed a student several times and they have not responded or persist
      - How: Always provide consequences to students in the most non-emotional state possible.
        Call on student frequently
      - Why: Prevents students from challenging teachers in front of the class
    - - When: With students who seem unengaged or disinterested
      - How: Frequently call on students or groups of students that are off task, misbehaving, being distracting, etc.
      - Why: Can reduce unwanted behaviors and distractions
    - - https://www.pbisworld.com/wp-content/uploads/Tier-1-Intervention-General-Tracking-Form.doc