Pick a behavior and explore a menu of universal best practices that help deal with the issue β proactively and reactively.Β
These slides can be used by individual teachers, by PLCs/teacher teams, and during professional development. Please π share ideas and feedback.
Finally, don't miss out on Tier 1 intervention "upgrades" β¬οΈ (scroll to bottom) that you can layer on top, if needed.
On a Major/Minor Chart, these are typically MINOR, which means we attempt to "squash" the issue and keep the student in class/their routine.
Apathy/"Shutting Down" - SECONDARY (Tier 1 Behavior Problem Solving)Inappropriate Language - SECONDARY (Tier 1 Behavior Problem Solving)Inattentive "Daydreaming" - SECONDARY (Tier 1 Behavior Problem Solving)Interrupting/Blurting - SECONDARY (Tier 1 Behavior Problem Solving)Out of Seat (in Classroom) - SECONDARY (Tier 1 Behavior Problem Solving)Teasing/Mocking Peers - SECONDARY (Tier 1 Behavior Problem Solving)On a Major/Minor Chart, these are typically MAJORS, which means they automatically result in a referral from the classroom/routine.
Out of Place/Elopement - SECONDARY (Tier 1 Behavior Problem Solving)Physical Aggression - SECONDARY (Tier 1 Behavior Problem Solving)These issues would not be listed on a Major/Minor Chart, though they may be related to a behavior that requires correction.
These go beyond the everyday best practices that should in place for all students every day. When needed, "layer" these on top.
A competition between two opposing groups of students. The teacher gives a list of βdo notβ rules and criteria for winning an incentive. The teacher counts every time each team violates one of the rules. The team with the fewest violations wins.
Identify an at-risk student in your class. For 10 days in a row, spend at least 2 minutes a day talking with that student about anything they want to talk about. Do this by looking for and seizing natural opportunities during the school day.
Have a one-on-one chat with the student. Use this style of active, reflective listening to guide the student toward "change talk" (vs. "sustain talk), helping them to understand their own problem and buy into a realistic solution.
