Chatting

Description: Cathy is a 2nd grade student who loves to talk, no matter who she is sitting with. When the behavior goes ignored, she becomes distracting to other students.

Tier 1

Tier 3

Tier 2

Strategies:
1) Use calm, neutral tone when addressing disruptions
2) Praise students for being on task
3) Speak to student in hallway if disruption persists
4) Make frequent contact with parents to share concerns and progress

Strategies:
1) Use non-verbal cues (i.e. the 5-second stare,
gentle touch on the shoulder) to address chatting
2) Implement token reward system to further incentivize positive behaviors
3) Identify and connect student to mentor at school if chatting persists

Tracking:

  • Card flip to help students monitor their own behavior and acknowledge when they've made a mistake
  • With sustained improvement in behavior, students allowed to flip card back one level
  • Simplicity and visual element make it great for young learners

Tracking:

  • Daily behavior form to encourage personal accountability
  • Break down into each lesson of the day - may help to identify pattern
  • Discuss with student at end of day and send to parent for review and signature
  • Allows for conversation to help student understand the issue and their choices

Strategies:
1) Structured time-out; first in class with think sheet, then longer out of class
2) Behavior meetings with parents to form team and keep everyone informed
3) Counseling referral to further explore issue and give one-on-one attention

Tracking:

  • Documentation of any time-outs with reason, duration, completed think sheets,
  • Notes from any parent meetings, shared with all in attendance
  • Recommendations from counselor

Little/No Work Completion

Description: Saleh is a 3rd grade student who commonly turns in blank or largely incomplete classwork and homework. He says he understands the material and will do better, but nothing changes.

Tier 1

Tier 2

Tier 3

Strategies:
1) Ensure that directions for work are clear
and concise and include examples
2) Work with Saleh on breaking down assignments into smaller sections
3) Make use of partner work and pair Saleh with confident partner who does well on assignments
4) Have Saleh complete unfinished work during unstructured time/breaks
5) Implement classroom-wide reward system with daily incentives for completion of work

Tracking:

  • Self-Monitoring Assignment Sheet provided to all students
  • Can help to identify problem subjects
  • Provides visual reminder and allows students to feel in control

Strategies:
1) Create individual & visual schedule with graphics to provide further structure and organization
2) Help student to implement organizational tools, i.e. colored folders with "to-do" and "done" pockets and share with parents
3) Play Praise Game with classroom to encourage better participation without singling out student
4) Pair with mentor outside of the classroom to raise self esteem

Tracking:

  • Student Progress Self-Evaluation
  • Allows student to take a closer look at the choice he is making and take ownership
  • Provides chance to understand academic consequences of not completing

Strategies:
1) Partner with counselor to begin Response to Intervention procedures
2) Hold meetings with parents to share concerns and notify of their role in the RTI process
3) Build in time for peer-tutoring in lessons to help student feel less embarrassed

Tracking:

  • Collection of work samples
  • Assessment results
  • Counselor observations
  • Notes from parent meetings