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Middle School Students (Data Tracking Forms (Tier 1: Behavior Chart, Tier…
Middle School Students
Lack of Responsibility
Tier 1 Interventions
Tier 2 Interventions
Tier 3 Interventions
Self Monitoring
There are many ways to implement a self monitoring system or intervention with students, but basically, the technique involves sitting down with the student, defining the behavior(s) to address, and choosing and implementing an intervention or system by which the student can keep track of their own behavior and progress toward the behavioral or other goal
The self monitoring interventions may include visual cues, like pictures, gestures, etc by which the student may be reminded to address the behavior indicated for intervention
Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
Peer Tutoring
Peer tutors should be those students that are capable of working with others well and who grasp the concepts and ideas well enough to explain to others
Peer tutors may be same age/grade or older
Teachers can have peer tutoring daily, weekly, monthly, or as needed, etc
Behavior Contract
Utilize a daily behavior form, chart, or report card
Decide on the main problem behaviors and put these on the chart
Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly
Classroom Management Support
Common classroom techniques include active supervision, clear, consistent, and predictable consequences and rewards, use of various teaching strategies, active listening, setting and teaching positive behavior expectations, establishing and reviewing classroom schedule, routines, and rules, etc
Mentoring
Mentors should not set out to “fix” the student and all the student’s issues
Mentors should be supportive, encouraging, and engaged
The student/mentor relationship is all about connecting and establishing a rapport and trusting relationship
Call parent or note home
Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles
Describe the behavior clearly and with detail
Explain what you have already tried to address the behavior
Do unfinished work during recess or unstructured time
Give students warning prior implementing this intervention
Establish a structured consistent routine and write it on a poster for how, where, and when students will carry out the consequence
Give student choices, like to stop behaving poorly and finish a certain amount of the assignment or they will have to finish it later during recess
Rewards, Simple Reward Systems, & Incentives
Identify what behaviors students will earn rewards or incentives for displaying and make a list of these behaviors, posting them in a place where everyone can see them
Determine how to track each student’s progress toward rewards through a star chart or other charting system
Reward at the end of each day or week, having those students who qualify choose from the reward list
Lack of Participation
Tier 1 Interventions
Tier 2 Interventions
Tier 3 Interventions
Behavior Meetings
Have all relevant parties present, like teacher, social worker, counselor, administrator, parent, guardian, etc
Have all relevant documents ready with a copy for each person at the meeting, like behavior plans, student contracts, functional behavior assessments, data tracking forms, etc
Always use a calm and neutral tone with parents to avoid instigating conflicts, reminding all school staff to do the same
Functional Behavior Assessment
Begin with a Simple Functional Behavior Assessment (SFBA)
When completing the FBA forms, gather information and data from the student’s records, parents, teachers, and any other staff that work with the student
Once you have completed the FBA form and have a theory as to the function of the behavior, develop a Behavior Intervention Plan (BIP) based on the data and results from the FBA
Reward System
Give the student the Forced Choice Survey 1 to determine what type of reward they prefer and will be most likely to work toward
Some basic reward systems include:
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
Positive notes sent home for demonstrating good behavior and meeting expectations
Small items as rewards for following rules and procedures, including stickers, erasers, trinkets, pencils, crayons, snacks, drinks, books, candy, etc
Alternatives To Suspension
Always use a neutral tone and do not allow yourself to be drawn into power struggles.
Alternatives may be discussed with a student or students before implementing them
Some common alternatives include:
school service (for example, assisting custodial staff with after school clean-up, lunch clean-up, etc)
mini course
parent supervision
counseling
behavior monitoring
problem solving or behavior contract
alternative programming
loss of privileges (like lunch, recess, social time, etc)
time out
mentoring (with a teacher, counselor, or other staff member before or after school)
send homes
referral to community mental health services
Counselor Referral
IMPORTANT! You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services
For planned referrals, have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders
Forced Choice Reinforcement Survey
download the Forced Choice Reinforcement Survey
Either read the instructions and questions on the survey to the student, writing their answers in, or have the student complete the survey on their own, giving assistance and reading directions as necessary
Once the survey is complete, simply tally up the results in the scoring section at the end and utilize the results to develop a reward system, behavior plan, etc
Proximity to Students
When giving directions, maintain proximity to at risk students
Vary your teaching that will allow you to walk around the classroom
Place a student close to you in seating arrangements
Assign a buddy or partner
Chose a buddy or partner that will serve as a good role model
Talk in private with the student that will serve as the role model about what you would like them to do and why you are partnering them up
Talk in private with the student who needs the partner or buddy, explaining that they will be partnered up with another student and why
Call on student frequently
You may use a system, like names in a hat, sticks with names, etc, or randomly call on students
Frequently call on students or groups of students that are off task, misbehaving, being distracting, etc.
Do not call on students who may be withdrawn or isolated due to anxiety about being called on or pointed out in front of the class without setting up a plan with that student first
Unmotivated
Tier 1 Interventions
Tier 2 Interventions
Tier 3 Interventions
Behavior Intervention Plan (BIP)
After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent
Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
Use one or more “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc
Check In Check Out (CICO)
The program consists of 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
Non-Verbal Cues & Signals
Meet with student individually to identify with student how you and they should communicate in a special way
Have student, as much as possible, pick the sign to use
Set up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
Give Choices
Speak in calm, neutral tone
Provide the student with two or more choices that you will fully accept
Have the student decide in ten seconds, or you will choose for them
Assign A Classroom Job
Speak with the student(s) you want to assign jobs to and emphasize how important the job is and their participation
Use jobs as an opportunity to give a lot of positive praise and attention
Give the student choices, presenting them with several jobs to choose from
Positive Praise
When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, hop, etc
Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
When delivering praise, use direct eye contact, positive demeanor, open body position, and get to the level of the student if possible
Data Tracking Forms
Tier 1: Behavior Chart
Tier 2: Self Monitoring Assignment Sheet
Tier 3: Student Learning Style Survey