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Positive Behavior Intervention Supports (PBIS) Ruby Shan M4 U4 A3…

- - - - Tier2
        
        Strategies to direct behavior based on Data Tracking
        
        Daily Behavior Form
        Why?
        1.Provides students with more one on one help, support, and intervention
        2.Holds students accountable on a daily basis
        Provides structure, routine, consistency, and organization
        When?
        When students consistently fail to compete daily class/school requirements
        How?
        1.Utilize a daily behavior form, chart, or report card
        2.Decide on the main problem behaviors and put these on the chart
        3.Explain the procedure with the student
        4.Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
        5.Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
        
        Non-Verbal Cues & Signals
        Why?
        1.Creates a working relationship with student without calling attention to the student in a negative manner.
        2.Saves class and instruction time
        3.Makes students more comfortable and likely to participate and be involved
        Easy to do and effective
        When? When a student is losing attention and focus during times of instruction or independent work
        How?
        1.Meet with student individually to identify with student how you and they should communicate in a special way.
        2.Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
        
        Classroom Management Support
        Why? Decreases wasted time due to student’s wandering, not knowing what to do, getting up to get supplies
        When? when there are students particularly not responding well to normal classroom management, consider increasing, intensifying, and adding additional class structure and management strategies to address these students on a Tier 2 level. The other students in the class that do not need this extra structure will also benefit from it.
        How? At the Tier 2 level, increasing the intensity and structure of classroom management strategies beyond what may be considered typical or normal can help address more difficult students not responding to your normal class rules, routines, procedures, etc
        
        Data Tracking System
        
        Classroom Management Anchor Chart on Focus
        
        Behaviour Chart
        
        Non-verbal signals
        
        Tier 3
        
        Strategies to direct behavior based on Data Tracking
        
        Talk To Parent
        Why?
        1.Establishes and builds trust and rapport with parents and home.
        2.Provides increased support for students at home.
        When?
        1.When students say they are doing something but clearly are not
        2.When students are struggling with behavior or academics
        How?
        1.When speaking to parents in person or over the phone, use a calm, neutral, and non-threatening tone
        2.Make a list of key points to discuss before speaking to parents and try to stick to them
        
        Check In Check Out (CICO)
        Why? Improves student behavior and academics when other interventions have failed
        When? When a student has failed to respond to other interventions and general class management techniques and interventions
        How? students daily checking in with an adult at the start of school 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
        
        Behavior Intervention Plan (BIP)
        Why? Involves teachers, support staff, the student, and parents actively
        When?
        1.When students demonstrate significant difficulties with organization, motivation, work completion, etc
        2 When students’ parents cause the student any other significant and consistent issues in school or related to school, like academic support, reinforcing good behaviors, etc
        How?
        1.Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
        2.Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
      - Strategies to direct behavior based on Data Tracking
        
        Positive Praise
        Why?
        1.It helps keep students engaged
        2.Provides encouragement
        3.Boosts confidence, self-concept, and self-esteem
        When?
        1.When students exhibit good behavior, expectations, help others, show generosity, share, etc
        2.When students put forth good effort
        How?
        1.Praise, according to research, should be given in a ratio of at least 4 praises to 1 criticism
        2.Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
        
        Rewards, Simple Reward Systems, & Incentives
        Why?
        1.Students are apt to work for something they want
        2.Some students need outward motivators
        3.It helps keep students engaged
        Provides encouragement
        When?
        Reward and incentive systems and programs should be a regular part of all schools and classrooms
        How?
        Create a list of rewards based on the data from the surveys and index cards and post this list in the class where everyone can see it
        
        Break Down Assignment
        Why?
        1.Some students get overwhelmed by too much information on a page
        2.Helps students focus on the item or problem at hand.
        When?
        1.a student shows signs of being overwhelmed, anxious, unfocused, disorganized, lost, unmotivated, etc
        2.a student is reluctant to begin, sustain, or complete work
        How?
        1.Have students verbally repeat back the parts of an assignment or task
        2· Determine what might be hardest/easiest for student. Have them do the easy items or the hard items first, which ever they prefer
      - Data Tracking System
        
        Coupon
        
        Praise Chart
        
        Free Reward Chart
- - - - Tier2
        
        Tier3
        
        Strategies to direct behavior based on Data Tracking
        
        Self Monitoring
        Why?
        · Promotes independent and responsible behaviors
        · Promotes independence and self esteem
        · Increases coping ability
        When?
        When students are overly talkative or social
        How?
        · Checklists and charts may be used by students to keep track of their behaviors
        · Indicators, where the student, when they see or hear something, know they need to address the behavior
        · Student may create notes to themselves
        · Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
        
        Check In Check Out (CICO)
        Why? Improves student behavior and academics when other interventions have failed
        When? When a student has failed to respond to other interventions and general class management techniques and interventions
        How? students daily checking in with an adult at the start of school 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
        
        Behavior Intervention Plan (BIP)
        Why? Involves teachers, support staff, the student, and parents actively
        When?
        · When students demonstrate significant difficulties with organization, motivation, work completion, etc
        · When students’ parents cause the student any other significant and consistent issues in school or related to school, like academic support, reinforcing good behaviors, etc
        How?
        · Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
        · Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
        
        Data Tracking System
        
        Self monitoring Sheet
        
        Check in and Check out sheet
        
        Behaviour Chart
        
        Strategies to direct behavior based on Data Tracking
        
        Counselor Referral
        Why?
        · You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services
        · Provides students with more one on one help, support, and intervention
        · Increases specificity of interventions and supports and tailors them to the student
        · Increases privacy for the student
        When?
        · When students need more specific and individualized help, solutions, and plans to address issues
        · When a student needs more privacy than a teacher can provide in the classroom
        How?
        · Counselor referrals may be planned or spontaneous
        · If you suspect students are abusing the intervention, create a card where they have to check off each time they see the counselor, limiting them to a certain number of visits per period, for example 3 visits a week or 1 visit a day, etc.
        
        Non-Verbal Cues & Signals
        Why?
        · Creates a working relationship with student without calling attention to the student in a negative manner.
        · Saves class and instruction time
        · Makes students more comfortable and likely to participate and be involved
        Easy to do and effective
        When? When a student is losing attention and focus during times of instruction or independent work
        How?
        · Meet with student individually to identify with student how you and they should communicate in a special way.
        · Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
        
        Reward System
        Why?
        Provides students with positive feedback
        Students respond to positive reinforcement best
        Helps reinforce positive behaviors and expectations
        When?
        When students consistently fail to meet behavioral and academic expectations
        How?
        · Token economy where students earn a token, check mark, sticker, etc for meeting predetermined goals, which they can use to buy or earn a reward after a certain number
        · Praise for performing expected behaviors
        · Earning privileges for meeting expectations
        · Earning free time for meeting expectations
        
        Data Tracking System
        
        Reward Chart
        
        Counselor Referral form
      - Strategies to direct behavior based on Data Tracking
        
        Stress Ball Or Fidget
        Why? Hyperactive students can benefit from keeping their hands busy and off other students and objects
        When? When a student has difficulty staying in seat, is overly fidgety, hyperactive, always grabbing and playing with objects around them, chewing on pencils and pens a lot, etc
        How?
        · Explain to a student in private that they will receive a stress ball or fidget to use when they are unfocused, nervous, anxious, feeling fidgety, hyper, etc
        · If other students in the class ask about the item or want one too, explain to the class why the student has it and that it is only for that student to use
        
        Stand While Working
        Why?
        Some students with ADHD, ADD, or other difficulties focusing and paying attention may find it beneficial to stand while working to increase their ability to focus and attend
        When? When a student seems fidgety, gets up and sits down a lot, is hyperactive, inattentive, unfocused, sits on their knees a lot, shifts position a lot, etc
        How?
        · Allow students to stand next to their desks while continuing to work
        · Tell students they are allowed to work at their desks standing or with one leg resting on their chair, but they must continue working
        
        Individual Work Space
        Why?
        · Students with behavior problems can be more easily managed
        · Increases attending behaviors
        · Improves work production and listening
        · Minimizes distractions
        When?
        When a student is acting out, disruptive, off task, talking, exhibiting outbursts, etc
        When students are off task, talking out of turn, making noises, drawing attention to themselves, etc
        How?
        Consider moving the student’s desk near the teacher
        Setting up books or strategically positioning the student near or around objects in the room can act as natural dividers, like tables, shelves, walls, etc.
      - Data Tracking System
        
        Behaviour Chart
- - - - Resources:
        http://www.pbisworld.com