(Chosen as most likely to occur in an international high school math/tech class.)
At Tier 1, the initial interventions for both behaviors were chosen to make sure that they were appropriate for high school students, many of whom crave independence and freedom. Both off-task behaviors and lack of responsibility indicate that students need assistance with developing the autonomy they desire. On the Lack of Responsibility case, the interventions are related to equipping students with tools that they can use going forward to organize themselves and handle the workload and stress they might encounter in higher grades or in college.The Off-Task, Non-disruptive interventions deal more with behavior management and conditioning, so that the learners will hopefully be able toself-regulate going forward. In both cases, the interventions are chosen for their ability to help without being intrusive or embarrassing.
At this Tier, the interventions are the same, despite the behaviors being somewhat different.Because the learners in question are in high school, they have been continuously involved in the intervention process (monitoring, making choices, etc.) from the beginning.If that level of independence has not made enough of a difference in either the lack of responsibility behaviors or the off-task behaviors, it would be time to remove some of the autonomy and bring in additional behavioral support, while still keeping the students as partial decision-makers in the process.
At Tier 2, the interventions for Lack of Responsibility are focusing on helping high school students establish better habits through additional independent tools not already implemented in Tier 1, along with bringing in support in the form of a mentor (perhaps a successful senior in high school so that their advice is very relevant to the learner).Interventions for Off-Task, Non-disruptive focus on additional behavior modification strategies that haven't already been tried in Tier 1. These were chosen with a high school student's age and desired level of independence in mind.

POSITIVE BEHAVIOR INTERVENTION SUPPORTS: TWO CASES

TIER 1

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Data Tracking -Tier 1For students: A self-monitoring behavior sheet could be created specifically for the student to help them become more self-aware. It's important that the tracking either be largely student monitored or subtly monitored by the teacher, since the age group is high school, and independence is an important theme for students at this stage.For teachers: Tier 1 Intervention General Tracking form or an online platform like LiveSchool would provide the easy yet unobtrusive documentation of interventions attempted over time.

PRAISE WHEN ON TASK

It helps keep students engaged

FREQUENT EYE CONTACT

Provides off task, disruptive, inattentive, and other students with a non-verbal cue to stop what they are doing and get back on task
Is a subtle way to address behaviors and students without drawing a lot of attention (very important for working with high school students)

PROXIMITY

Can be a subtle re-direction technique

LOGICAL CONSEQUENCES

Teaches students to take responsibility for their choices
It teaches that when an action occurs, a consequence follows Are similar to what would happen to an adult in a comparable situation

Main topic

TIER 2

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Data Tracking -Tier 2For students: Daily (if necessary) or weekly Check In, Check Out forms for the student would serve as self-monitoring (given the ages of those in high schools classes). After some time, Student Progress Self-Evaluation and/or Self-Monitoring Assignment sheets could be given, which would hopefully help address the issue of responsibility.For teachers: Check In, Check Out Data Summary forms would help the teacher compile and track the student's performance over time on the CICO intervention. Teacher would also want to continue tracking the progression of interventions and results from Tier 1 to Tier 2 on an online platform or electronic form such as PBISWorld Behavior and Intervention Tracking form. If the school has the Google Suite, a shared tracking form could be created to document interventions being implemented by all teachers who work with that student.

NON-VERBAL CUES & SIGNALS

Creates a working relationship with student without calling attention to the student in a negative manner

REWARD SYSTEM

Increases on task and attending behaviors

SELF-MONITORING

Improves on task behaviors
Increases productivity
Improves self awareness and reflection

TIER 3

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Data Tracking -Tier 3For students: Student Progress Self-Evaluation and/or Self-Assessments could be given if they have not already been administered in Tier 2. Providing students with a self-referral form to the counselor would also be a good idea; high school students want to feel like they have choices. In line with that, the Forced Choice Survey should be administered to students during Tier 3 as well.For teachers: At this point, it would be time to call in the School Counselor and/or the Behavior Intervention Specialists through the use of the referral forms for the school/district. Teachers could use information gathered from Scatter Plots and other data tracking in Tiers 1-2 to complete a Functional Behavior Assessment. Teacher would also want to continue tracking the progression of interventions and results from Tier 1 to Tier 2 to Tier 3 on an online platform or electronic form such as PBISWorld Behavior and Intervention Tracking form. If the school has the Google Suite, a shared tracking form could be created to document interventions being implemented by all teachers who work with that student.

FORCED CHOICE REINFORCEMENT SURVEY

Gives good data for developing behavior plans and reward or incentive systems

BEHAVIORAL INTERVENTION PLAN

Provides more intensive intervention and monitoring
Increases support around student
Provides an individualized plan for success

BEHAVIORAL MEETINGS

When students are age appropriate and involved in meetings, they tend to take interventions more seriously, feel included, and are held directly responsible from the parties involved

TIER 1

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Data Tracking -Tier 1For students: Self-monitoring assignment sheet or if some behaviors, organization and assignments need to be monitored, then a tracking form could be created specifically for the individual. It's important that the tracking be largely student monitored since the age group is high school, and independence is an important theme for students at this stage.For teachers: Tier 1 Intervention General Tracking form would provide the documentation of interventions attempted over time.

LOGICAL CONSEQUENCES

Teaches students to take responsibility for their choices
It teaches that when an action occurs, a consequence follows Are similar to what would happen to an adult in a comparable situation

HELP STUDENT START ASSIGNMENT

Improves students’ perceptions of the work and assignments
Increases student willingness and participation

MORE STRUCTURED ROUTINES

increases work production, compliance, & engagement

REWARDS

Increases motivation, buy-in, and sustained effort

TOUCH BASE WITH STUDENT

Keeps students moving forward, motivated, and progressing
Holds students accountable

TIER 2

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Data Tracking -Tier 2For students: Daily (if necessary) or weekly Check In, Check Out forms for the student would serve as self-monitoring (given the ages of those in high schools classes). After some time, Student Progress Self-Evaluation and/or Self-Monitoring Assignment sheets could be given, which would hopefully help address the issue of responsibility.For teachers: Check In, Check Out Data Summary forms would help the teacher compile and track the student's performance over time on the CICO intervention. Teacher would also want to continue tracking the progression of interventions and results from Tier 1 to Tier 2 on an online platform or electronic form such as PBISWorld Behavior and Intervention Tracking form. If the school has the Google Suite, a shared tracking form could be created to document interventions being implemented by all teachers who work with that student.

CICO - Check-in, Check-out

Improves student organization, motivation, incentive, and reward
Helps students to self monitor and correct

ORGANIZATIONAL TOOLS

Increases student responsibility and follow through
Holds students more accountable

MENTORING

Improves student motivation
Source of accountability, encouragement, support, and advocacy

TIER 3

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Data Tracking -Tier 3For students: Student Progress Self-Evaluation and/or Self-Assessments could be given if they have not already been administered in Tier 2. Providing students with a self-referral form to the counselor would also be a good idea; high school students want to feel like they have choices. In line with that, the Forced Choice Survey should be administered to students during Tier 3 as well.For teachers: At this point, it would be time to call in the School Counselor and/or the Behavior Intervention Specialists through the use of the referral forms for the school/district. Teachers could use information gathered from Scatter Plots and other data tracking in Tiers 1-2 to complete a Functional Behavior Assessment. Teacher would also want to continue tracking the progression of interventions and results from Tier 1 to Tier 2 to Tier 3 on an online platform or electronic form such as PBISWorld Behavior and Intervention Tracking form. If the school has the Google Suite, a shared tracking form could be created to document interventions being implemented by all teachers who work with that student.

FORCED CHOICE REINFORCEMENT SURVEY

Gives good data for developing behavior plans and reward or incentive systems

BEHAVIORAL INTERVENTION PLAN

Provides more intensive intervention and monitoring
Increases support around student
Provides an individualized plan for success

BEHAVIOR MEETINGS

When students are age appropriate and involved in meetings, they tend to take interventions more seriously, feel included, and are held directly responsible from the parties involved

OFF-TASK, NON-DISRUPTIVE STUDENT

LACK OF RESPONSIBILITY