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Rachelle Wilhelmsen

Writing a behavior contract allowed me as a teacher to target specific behaviors for a student. His inappropriate language, and behavior was addressed in his contract along with positive and negative consequences for following (or not following) the terms. The student was allowed to help with the terms and rewards for his behavior. He signed it, his teachers signed it, and his parents signed it.

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Jessica McConnel
The Praise Game seems like the perfect Tier 2 intervention to reinforce positive behaviors in my second grade students! I already have my students in group tables, so once our classroom expectations are set up, all I have to do is set a timer to ding every 5 minutes and each group who met the expectations in that time frame receives verbal praise and a point. At the end of a set period of time  any group that earned 80% of the possible points gets a prize.
Second Graders absolutely love prizes, competition where there can be more than one "winner", and they love being noticed and awarded for doing something great! I think this would be a great activity for me to use to start out the school year, and then taper off but it could be revived any time misbehaviors flare up. I also appreciate that the timer idea will really help me to remember to give praise and will give the students many opportunities to earn it.

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Tina Greene
I chose to dig deeper into teaching coping skills, as it is something I could see beneficial for the wide range of students who visit the reading room. Many of the students I work with are struggling readers, who tend to get frustrated, bored, or discouraged when receiving the academic intervention.

It is important to teach these skills to children because it helps build their self esteem, improves independence and behaviors, and provides the student good life long skills.

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Using sensory tools can provide students with the sensory stimulation they need to show increased work production, on task behavior, improved focus and attention, and a happier student. I like that these interventions are simple and easy to implement and can typically show results right away. Implementing sensory tools for one or all students in the classroom is a positive way for teachers to help need the physical needs of their students so that learning can continue. These sensory tools can include, but are not limited to, fidget toys, seat pads, pencil grips, rocking chair, shewing gum, silly putty, foot rest, and so much more!

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I chose to take a closer look at structured breaks and how I can improve offering them to students in my classroom. You should allow a structured break for students who need time to cool down, to avoid a power struggle, and students who are struggling with sensory issues. Also, it can help those who are struggling to focus in class. What I found to be helpful was determining when a structured break should occur. Essentially when you see the "why" happening that is when the break should occur. Some ways to provide the break is through a laminated card that says "break", providing a time set to 5 minutes, and identify a safe place for the student to go until the timer is up. I can definitely see myself using this intervention in my classroom.

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By: Audrea Gayda
The Praise game is an excellent intervention to provide those students that need a little extra help staying on task and choosing to follow the expectations for the classroom. I like the praise game because it makes it fun for the entire class to work together to be good. It also positively promotes good behavior. It allows everyone to participate and be rewarded for making good choices. It keeps everyone on task. No one seems favored or left out. I can definitely see myself using this intervention in my classroom.

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Non-Verbal Cues and Signals- Morgan Burke

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Non-Verbal Cues and Signals- Morgan Burke

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Non-Verbal Cues and Signals are a type of communication used without words to redirect or praise student behavior in class. The components of this intervention include meeting with the student to come up with a cue or signal to use when the student is displaying the behavior in class and practice the cue with the student so they are able to recognize the cue or signal in class. It is beneficial to allow the student to choose the cue or signal so they recognize it and are comfortable with this type of communication during class. There are a variety of behaviors this intervention is intended for including; loss of student attention or focus, redirection for misbehavior, when a student is not following classroom procedures, and when a student does something good or correct. I like this type of intervention because I think parts of it can be used with all students and allows you to redirect misbehavior without disrupting the class even more.

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By Bryan Alder

I decided to research Structured Breaks.  While teaching , I  would encounter a lot of anxiety with students. Due to anxiety, these students had a harder time following the material and content being taught in class. Even when the content was broken into really basic steps, cognitively their brain had a hard time functioning. With the concern that students would always want a break, I decided to do some research on Structured Breaks. It is recommended that the breaks should be somewhere in the classroom where there is little to no sound. The break should be anywhere from 5 to 10 minutes. There needs to be a discussion between the teacher and the student on how many breaks are allowed. Additionally, some flexibility should be allowed according to each individual child. If needed, help the student transition from the break, back to the content being discussed. Visual cards are a great way to improve transitions. The research also recommended that when the students are unfocused, stressed, or bored, as a whole class, a break might be beneficial. The best method to stimulate the students interest and increase productivity is to implement some form of exercise, or mindfulness activities.  I am going to try these suggestions!

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I would use structured breakss.  I think that when a student is acting up, or is just on overload, a break is a good start to see if the behavior changes.  You could have a desk that has some calming things on it for the student to do.
You could also have another quiet place in the room. It would teach students to self regulate and would be a good skill for all of the students to have.

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I decided to research structured breaks because I have used breaks with a couple of students over the years and wanted to learn more about how to make them more structed and beneficial.
Structured breaks is when you allow the student time to "cool down" or need time to themselves. These breaks should be no longer than 5 minutes and can look different for each student. After getting to know the student and what type of break will work for them is key.
This is intervention is intended for students who are overwhelmed, being defiant, disruptive, or having a hard time focusing.
Jessica Gunter

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I chose to look into daily behavior forms because I needed more guidance on what an effective form looks like. In the past, I have created an individual Google Form with desired behaviors for a student, then met with the student at the end of each day to complete the form together. I would then send the responses to the parents to communicate how the child behaved that day. Although this was easy to do and complete, I didn't always feel that it made a difference with parents, and thus the child. In looking into other daily behavior forms, I noticed many of the forms required parent signatures and involved rewards. I'm curious if doing a paper daily form and requiring parent signatures would increase the student's accountability. I'm also wondering if implementing a rewards system with turning in the daily form (or having positive behavior) would increase student buy-in and encourage them to demonstrate the expected behaviors. Similar to my daily behavior Google Form, most daily behavior forms cause students to reflect on their own behavior for that day/period. Another thing I learned and now plan to implement is that it is important to review the prior day's behavior form with the student each morning. This can be a moment of reflection, discussion, goal setting, or an opportunity to connect .

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I chose to look into Social Stories. Social Stories can be a wonderful tool to reinforce correct behavior through visuals and stories. This is a tool that is helpful for students in the Gen. Ed class, ELL students, students on IEPs and 504s, it is truly a resource for all. Social Stories not only target reinforcing correct behavior it can support social skills and be a tool that can be used independently if taught and implemented correctly that the student can take with them throughout their academic time. I find Social Stories to be very successful within the K-2 school I teach at since they are a visual for our young learners.

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Individual and Visual Schedules- Jana Kingery

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Individual and Visual Schedules- Jana Kingery

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Individual and Visual Schedules help students stay on task and need guidance remembering what to do next so there is less wasted learning time for the student. It assists in organizational skills and structure during class time. I like this technique because I have a handful of students that need a schedule of reminders or visual cues to increase engagement in my project based science class. I created little post it like notecard that has 5 steps for science class that the student can tape into their folder or take a picture of it for reference. I also do frequent check ins throughout class...but now, I have a visual schedule that I can tell the student to check if needed to give the student a chance to self correct their behavior.

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I chose to research CICO intervention because I needed a communication tool for high school teachers for data on a student with expected behaviors.  This intervention tool helped me gain daily data from high school teachers while communicating common expectations.
CICO can be adapted for all grades/ages of students and can be paired with reinforcement for achieving goals for the day/week which can be very motivational. Goals can be both academic and/or behavioral. The current CICO I'm implementing is broken into the four classes for the day with three expected behaviors and the goals are rated 0, 1, or 2. The student has an opportunity to gain 24 points in a day and receives a reward if he earns 20 or more points by the end of the day.

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Relationship Skills by Tara Brandenburg-Weeks.  I chose "Teach Relationship Skills." In this intervention, you explicitly teach kids how to interact with their peers. You use role plays and modeling to teach on topics such as friendships, relationships, and getting along with others. This is intended to help, for example, integrate kids who are "loners" and to prevent bullying type behaviors.  

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Relationship Skills by Tara Brandenburg-Weeks.  I chose "Teach Relationship Skills." In this intervention, you explicitly teach kids how to interact with their peers. You use role plays and modeling to teach on topics such as friendships, relationships, and getting along with others. This is intended to help, for example, integrate kids who are "loners" and to prevent bullying type behaviors.  

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Alternatives to Suspension by Allison Vanlandingham

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Alternatives to Suspension by Allison Vanlandingham

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I chose to look into Alternatives to Suspension. Recently, several of my students have been acting out more frequently and engaging in more violent behavior. There was a physical altercation this past month and four of the six students involved in the altercation were my students, and three of them are currently receiving SPED services. Since the default for physical violence is suspension, I really wanted to understand alternatives that might be presented as options for my students should we need to conduct a Manifest Determination on any of them. Additionally, I wanted to see if there were any underlying reasons why a student would choose to take a suspension over a potential lesser consequence. I was surprised to see that there were several options available for students as alternatives to simply sending them home with an out of school suspension. Some of these options include having the student do community service, serve their time in an in-house suspension area, or creating a behavior contract. The one in particular that interested me was the community service piece. I think having a productive space where students can contribute to their school and community rather than stay home and not engage with their schoolwork is a much more beneficial choice for my students. It allows them to feel connected to their communities and really take pride in their actions. I also appreciated the motivation element to this alternative. If a student finds motivation in the alternative, as opposed to just the negative stimulus of suspension, there is more room for the behavior to change, rather than continuing a constant loop.

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I am a Spanish teacher and one of my big issues is getting kids to speak Spanish in class. I always have candy, stickers, or temporary tattoos at the ready for rewards (a key component) related to content (review games, speed dating, etc.), why not use those for speaking Spanish or other positive behavior (needs to be specific and also a key component) feedback as well? You can also do this school wide, something my school has begun to do using RAM cards that can be used to get a prize at the end of the week.

Reward systems offer buy-in, motivation, positive reinforcement and is an immediate reward. It allows me as a teacher to focus on the "goods" rather than the "bads" and it also motivates students to mimic those positive behaviors. This can be used whenever and it can be individual or group/class wide. It can target when students exhibit chronic behavioral problems, demonstrate low and persistent motivation, effort, and interest, refuses to do work or follow behavior guidelines or
when students consistently fail to meet behavioral and academic expectations
It can also be used when students frequently break the school and classroom rules or when hey have difficulty getting along with others or interact inappropriately with others.

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Individual and Visual Schedules by Lisa Hale

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Individual and Visual Schedules by Lisa Hale

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I researched the tool intervention of Individual and Visual Schedules. I like using visual schedules for all students in a classroom (schedule posted on white board), but they can be particularly helpful for individual students who struggle with organizational skills or transitioning. The Why:  Individual/Visual schedules are great for identifying a specific routine, helps students be more organized, helps initiate tasks more efficiently and serves as a tool for teachers to refer students to when off task.  The When:  This intervention is ideal for students who can use it to self remind, may be visual learners, frequently off task, and need more structure. I have found this to work well for some students with ASD. I found it interesting that it can also be used for students who are defiant or oppositional.  The How:  This intervention can be developed on your own or there are many samples that can be modified.  It is important to explain to the student how it works and what is expected.  It should be posted in an easy to use place such as desk or folder and laminating can be a good idea if it is a check list.  Referring to the schedule helps teach the student to use it and the schedule can also be used as the "authority" for those more defiant students.
I have used this with many students and typically find it very helpful for them and for their teacher.

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As a social studies teacher, I use stories all the time to teach because it illustrates a situation without putting a student on the spot.  As the characters work though the situation the student can see the big picture without feeling their own behavior is being judged.  I have a family member that is Autistic and struggles with always feeling judged and watched.  It is very important to show students how they could behave and the consequences of those behaviors in a safe way that will allow them to process those choices and consequences.  I agree that it can be extremely useful to students with ADHD to go a step farther and act out the stories students.  Actually performing the desired actions from the story will help make the connection and hopefully remember the next step in the process.  With this format personalization is easy to accomplish, you just build the story to meet the individual student need or classroom procedure.  By telling, showing, and acting out the desired skill students that may be ELL or struggling readers will not feel overwhelmed or lost they will be able to pick up on the cues and follow along.

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I chose self-monitoring to research. The reason I chose it was as a Jr. high teacher getting students ready for high school. Self-monitoring helps to promote independence, and better self-esteem. It also helps students increase their productivity, self-awareness, and their coping abilities. I really like this method because it is relatively unobtrusive, it uses cues or words that the student and teacher come up with together this helps the student to have buy into the intervention. It is also very simple to implement and engages the student in their own behavior modifications. Self-monitoring is also a skill that they can use throughout their life. I also really like the cognitive component. It is very important to learn to talk yourself through situations. This not only will help them accomplish their task but also working through problems that come up in classes, jobs, or relationships.

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I chose self-monitoring to research. The reason I chose it was as a Jr. high teacher getting students ready for high school. Self-monitoring helps to promote independence, and better self-esteem. It also helps students increase their productivity, self-awareness, and their coping abilities. I really like this method because it is relatively unobtrusive, it uses cues or words that the student and teacher come up with together this helps the student to have buy into the intervention. It is also very simple to implement and engages the student in their own behavior modifications. Self-monitoring is also a skill that they can use throughout their life. I also really like the cognitive component. It is very important to learn to talk yourself through situations. This not only will help them accomplish their task but also working through problems that come up in classes, jobs, or relationships.

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Self-Monitoring By Justin Mumm

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I chose to research sensory objects. There are a ton of really amazing objects out there! These are mostly effective for people with ADHD, autism, or those with sensory issues. They might include headphones, fidget spinners, and things for students to do with their hands. Personally, I know I often can focus more on what people are saying when I have something to do with my hands. In addition, I've had students who have needed to concentrate and putting noise canceling headphones were a game changer for them. Obviously you have to be careful because items like toys can become a quick distraction but if used in the correct way, I know these can be powerful tools!

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I chose to research structured breaks. I am a first year school counselor and I find a lot of students on my caseload frequently ask for a break and I also incorporate “breaks” into 504 plans. In our school, we usually let students “take a lap,” for a quick break to get out of the classroom. However, we have been finding students are wandering around the school and leaving class for a large chunk of time. So, I chose this because I would like to have a better understanding of how to prevent this, or re-define what a break looks like. Structured breaks are put in place for students who are experiencing heightened emotions, have ADHD, or maybe triggered by noise. The breaks allow them 5-10 minutes to be in a quiet space in which they can regulate their behaviors. Some ideas I came across were creating a timed calm corner in the counseling office. When a student requests a break, they are to head to the counseling office and sit in the "calm corner." In this corner students could access fidget tools and mindfulness games/exercises for example. It would be an opportunity to monitor the student while also educating them on tools they can use when they are experiencing heightened emotions again. Another way to limit the number and time a student takes a break would be to have them check in at the beginning of the day, grab a punch card where they are allotted so many punches throughout the day. I could limit it to three punches, and then the student is not allowed any more breaks. This would limit the amount of students taking a break every period of the day.

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by Jenette Dunworth
I chose the behavior contract to explore as I am looking for ways to help students modify misbehaviors in my high school mathematics class(es).  I thought this particular option was a good choice for a teenager as it is something that can be agreed upon in a more private setting where they are not feeling singled out, or "different" from their peers.  I noticed on the sample contracts that the behavior in question is identified, how the behavior can be modified or changed is noted, there is an agreed upon reward and both the teacher and student sign the contract.  The contract is nice as the student has input and can take ownership of the process of creating positive change.  This can be used for many different kinds of behaviors; social - minor things such as talking out of turn, getting out of one's seat, saying or doing inappropriate things - rude or crude language, or things such as not turning in homework, not participating in activities, not showing work clearly. For more blatant inappropriate behaviors such as harassment of other students, not doing one's assigned work, leaving the classroom without permission one could include an administrator on the contract.  It is important that as the teacher you follow through with the agreed rewards for a student exhibiting the positive behaviors for the specified time.  Starting out with mini (small) goals followed by a reward and working towards something that requires a larger chunk of time is a good place to start, as these students are more readily motivated by the extrinsic rewards and need to know you are following through with the agreement.

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Teach Conflict Resolution Skills - Eric Holscher

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Teach Conflict Resolution Skills - Eric Holscher

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As I was reading through the options of Tier 2 I started to think about my students that might not have support from home.  The “Why I Should Do It” section gives great reasons like “promoting maturity”, reducing disruptions” and “putting out fires” however, I see this tier 2 intervention being extremely useful to students whose parents fight and students that lack support at home.  These are the students where teachers can have the most impact.  I would like to add to the “When should I Do It” portion of this intervention by stating that pulling students away from the class for a one to one discussion or an onthespot correction is typically an effective method of conflict resolution.  Ideally teaching conflict resolutions I think should be done before the conflict gets out of control.  Additionally, conflict resolutions are taught as a tier 1 intervention in all of our classes when we give instructions on proper classroom behavior and procedures.

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A behavior contract is something that we currently use at my school. I chose to look further into this topic to make sure we are using it to its fullest potential. We are in year two of our PBIS journey at my middle school. In the past, behavior contracts were mainly used by our special education department for students with behavior goals. The last couple of years we have started utilizing them for any student presenting with repeated challenging behaviors. When there are behavior concerns with students, sub-teams are formed within our teaming system. This team consists of the student, their teachers, their counselor, and an administrator. As a team we identify 2-3 areas we want to focus on. Student input has become a large part of this process. I love this part as it helps the student not only identify undesired behaviors, but it helps them feel like they have a say in their plan. Having student buy-in is an incredibly important part of this process in my opinion. After the goals are decided, we come up with a point system of how these measures are going to be tracked. A paper is created with all of this and is taken by the student from class to class. Teachers rate their behavior and give them the appropriate score earned. At the end of the day, if the student has reached their point goal they can earn a pre-decided reward. It is important to note that, we do not expect the student to receive a perfect score in order to earn their reward. We allow room for error and really focus on growth over perfection. These contracts have been successful for many students in our school. We have noticed as we evolve this process that they do not work for all students. We have also found again, that ensuring student buy-in is the single biggest marker of success so far with this program.

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Noelle Hingsbergen

One intervention that I'm somewhat familiar with, but wanted to delve deeper into is Daily Behavior Form.

In working with Kindergarten a lot right now, we have multiple children who appear to either be on the spectrum and/or not diagnosed yet with ADD/ADHD.  Some littles just struggle with structure, maturity, authority, and doing what they're supposed to be doing.

We have started a weekly sticker chart for one of our students. After doing more research, I think it's a great tool to motivate and serve as a reminder for the student to be responsible for their actions. There is always a choice in everything we do; but especially for little ones, or those who may tend to "squirrel" more or have a hard time staying focused, having a visual reminder helps keep them motivated and is another reminder - rather than constant vocal corrections from the adult.

It should also serve as a reminder for the incentive that child receives. It can help offer ownership of their own words and actions.

I think there is such a variety of reward systems and charts - whether they are simple behavior chart with a sticker; multiple classes/stickers/coupons/etc. This can feasibly work for students of any age and just have the expectations, maturity, and language modified per grade level.

I will plan to use daily behavior forms much more!

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I chose to look into the counselor referral intervention. As a school counselor, I have seen the benefits for students to have the opportunity to have a quiet, safe and private place to share their thoughts and feelings. School counselors are also available to support the teachers as well as providing any necessary interventions and collaboration.

Julia Wood

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I choose to read about allowing students a short break when to gather themselves during class. Disruptive behavior may be a way for students to avoid an assignment or escape academic pressure. By using a limited number of passes, students can take brief (8-12 minute) work breaks without disrupting instruction to engage in preferred activities. In order to promote increased work tolerance, the student is also encouraged to retain passes unused for later redemption.

Preparation.  In advance of the intervention, the teacher:

1. decides how many break passes to issue.  As a guide, research shows that 3 passes per day (elementary) or class period (middle or high school) have generally been sufficient to substantially increase academic engagement.

2. determines the length of the work break.  Research supports a 10-minute break period for elementary students and a 5-minute break for secondary-level students.

3. decides on the minimum wait-time between work breaks.  The teacher chooses the minimum wait-time period between breaks. Research suggests that a minimum wait-time of between 7 and 15 minutes to be effective.

4. identifies allowed break activities. The teacher and student develop a list of activities that the student can engage in during work breaks. Examples of appropriate activities might include drawing at one’s desk or using a computer math-skills program at the back of the classroom.

5. creates a reward menu. The teacher and student identify several positive reinforcers (‘rewards’) that the student can access by redeeming unused break passes. Appropriate reward choices are those that are permissible in the classroom or school, viewed as reinforcing by the student, and available at little or no cost.

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Teach Relaxation Techiniques       Jody Mahnken

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Teach Relaxation Techiniques       Jody Mahnken

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Jill Furniss
I chose to research CICO because one second grade teacher who I substituted for, left me a note that I was to make sure a certain student started out the day by going to the office and returning with a green note. Throughout the day, this student would have me check off his behavior on that note, then at the end of the day, he made sure that I knew he was supposed to go to the office. I knew it was a behavior intervention, but now I have a name for it. “Check-in, check-out.” CICO

This intervention works well, according to the article I read, with students who respond well to adult attention and struggles with focus, attentiveness, and emotion regulation.

The key components include:

Check-in first thing in the morning with an assigned adult mentor who goes over the goals for the day.

Monitoring, evaluation, and feedback throughout the day by the teacher

Check-out with the same adult, who visits with the child about whether or not the goals were met that day and provides either verbal praise or support.

A point system can be used to collect data, which would be useful if a tier 3 behavior plan needs to be implemented.

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Sam Parry
I wanted to focus on the use of sensory tools. I have taught a lot of special needs students who use similar devices. Id like to have more students sit on yoga balls during my demonstrations. I feel that this sensory would aid in their ability to have a busy body but a focused mind. Could be a good alternative too for ceramics wheel. Rewarding students with some gum could also increase a positive sensory.

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Tanya Gunter

I wanted to focus on looking into behavioral contracts. I think many times students are verbally reminded of the expectations and they just brush it off. So to have it written out students know what they are doing , what are the expectations are and then how to reach that goal. This lays out the guidelines and allows structure for both the student and the teacher to help the student keep track of reaching their goals. The contract can then be sent home to be reinforced by the family. Then this contract can be checked daily and provide feedback to the student how they may be improving. There are so many templates that can be found online to put this into action. Then if the student does not improve, you have a document that you can bring to the counselors and set up a meeting with the parents to see what the next steps need to occur.

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Shauna Anderson
The intervention strategy I researched was the Behavior Contract along with Coping Skills. Last year, I had a student who was dealing with a lot of emotional issues. He was on an IEP for learning issues along with behavior issues. We implemented a check in and check out system but this did not directly help him deal with his behaviors throughout the day. A behavior contract would have helped him identify specific behaviors he could work on throughout the day. It would have empowered him and helped him take more responsibililty for his behavior. It will be an intervention I use in the future. Also, teaching coping skills is another intervention that did help him. He had a lot of anxiety. So we taught him to stop and take some deep breathing breaths. Another coping skill we worked on using positive self talk. When he became frustrated the first thing he would do was to use negative self talk. We worked hard to change this. By the end of the year this did help him. He was able to self monitor his own anxiety and use the coping skills taught.

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I'm not an administrator that is quick to suspend. I understand that data that make it clear that it's not a good behavior intervention. I typically only suspend when student safety is a concern. However, I don't feel that our alternatives to suspension are being as effective as we need them to be. I don't think we are being as intentional as we need to be. The intervention that I looked at was "Detention". My understanding of detention has been the typical understanding from my childhood where kids go into the boring classroom, told to sit down and be quiet and get homework done. However, it's clear that detention should be more than that. Detention can be intentional and effective when there is clear social-emotional instruction during the detention time. There are some obstacles to overcome with this intervention like finding someone willing and able to provide detention instruction. However, with my current train of thought and the information I've read, I think that it may be worth the trouble to find a way to make it work!

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Behavior Contract
by Andrea Christensen

I teach preschool and have one student who struggles to self-regulate his emotions.  If he does not get things exactly the way he wants he has a meltdown.  I chose to research and try a behavior contract with him.  I feel the negative behavior is the result of attention seeking.   I think by taking a few minutes each day with him to discuss what behaviors he will be working on will accomplish 2 things.  1.  He will get a little extra time with teacher 2. By allowing him to set his behavior goals I know that he understands what is expected of him.   This method will also help his parents know at a glace how he did at school.    Because he throws fits at drop off and pickup with his parents, when his school behavior improves I can add drop off and pick up behavior goals.  I want to make sure the chart is rewarding positive behaviors rather than avoiding problem behaviors.   My preschool students do really well with daily sticker rewards that add up to larger rewards in time.

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Gina Cooksey
I am currently teaching second grade. I have a student that exhibits constant attention seeking behaviors. I tried a Check In Check Out system with her. We have a mini meeting every morning and she brainstorms expectations she wants to work on for the day. I give her a quick hug/high five and pep talk and then I write her daily goals on her Check In Check Out form. I rate her on a scale of 0-2 throughout the day on chunks of time, and she rates herself as well. When I see her going downhill, I give her nonverbal signals and that's her reminder to work towards her goal. Each day her behavior tracker is sent to her parents via Class Dojo. When she has met her goal, she receives the reward of her choice. The next day, we conference again, she chooses a new reward to work towards, and we begin the process again! This is helping her to feel successful as well as strengthening our teacher-student relationship.

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By Katherine Schuh

Using a reward system in your classroom can greatly impact student behavior, especially within the younger grade levels. The reward system involves giving a small token, ticket, or class dollar when you see a student actively modeling or following expected behaviors. These tokens or tickets can be saved up to purchase some sort of prize. The prize does not need to be a physical item. It can be something like lunch with your teacher, wear a hat to school, or bring a stuffie to school. You can also encourage your whole class to pool their tickets to purchase an extra recess or a pajama party.

This behavior system can greatly impact students with the greatest behavior issues. With these types of students you much be diligent in "catching" them doing the right thing and immediately rewarding that behavior. You will also need to be sure that you have something on your reward menu that they will actually work for. This type of positive behavior system can help your students learn a practice positive and expected behaviors in your classroom.

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Lyndsay Smith

I have chosen to focus on non-verbal cues and signals, which my students and I can use together in the classroom.  As a Kindergarten teacher, I really like the idea of using these strategies to aid in creating a quieter classroom environment where thoughts and ideas can be exchanged with more efficiency and far less disruption.  Non-verbal cues and signals can be used with the whole class as well as individual students as needed.  Not only are non-verbal cues speedy, but they also help to build self-esteem and confidence due to their discrete nature. They even strengthen student-teacher bonds.

When using these signals as a whole class, they each need to be introduced, taught, modeled, and practiced one by one.  As students develop an understanding and mastery of use through daily practice, new signals can then be presented.  Non-verbal cues and signals can be established for a number of different reasons ranging from re-direction of off task behaviors, checking for understanding, starting daily routines, all the way to student requests for bathroom and water breaks.  To begin using these tools, I will first teach the whole class to turn their eyes to me.  I have done this before by simply saying the word “EYES.”  Although this is a verbal cue, it is a good foundation for building the habit of looking at the teacher for non-verbal cues that will soon follow.

Next, an example of a non-verbal cue I plan to practice teaching my students is to hold up three fingers in the air when they need a water break.  The three fingers symbolize the letter W.  I also really like the idea of checking for understanding in the Kinder classroom by using the thumbs up or down non-verbal cue.  Explicitly teaching my students to put their thumbs up if they understand, or down if they do not understand, will give me an almost instantaneous idea of who can begin the activity and who needs further explanation.

Finally, I’m excited about using special non-verbal cues created collaboratively with specific students that need the extra support.  These select students will generally have an undesired behavior they are working on already identified.  To develop this special cue, I will set aside a time in which we can sit together one-on-one, discuss the behavior we are working on, and brainstorm some signals we can send each other.  It can be our “secret code,” which, when worded that way, can gain more buy-in from the student.  An example of this in action, is if we decided together that when I tap my left shoulder, that would be a cue to stop talking.  Then when I see the student off task and talking, I would make eye contact, tap my left shoulder and the student would know what that means.  No embarrassment and no interruption to the flow of the work for the other students.  This is just a random example of how that could work.  I’m really excited to use some of these non-verbal cues in my class.

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Shayla Blakely

I have enjoyed looking and learning more about structured breaks.  I feel this is a good thing for both the student and the teacher.  I have one student that we just need a break, and sending them on an errand or we just move around for a bit, helps both of us refocus.  I like how the teacher and the student can work together to figure out when the student needs a break and what they can do.
I have also started to structured breaks for my whole class. When I see them not fully engaged, and I have them take a break by doing some movement.

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I teach first grade. I have been working with a student needing help with emotional self regulation. We have been reporting home on a daily basis for a while, but the student is slowly beginning to be involved in self-reporting. Our school recently adopted the social-emotional Zones of Regulation program. We spent time (as a class) teaching the zones, identifying emotions tied with each, and talking about strategies to 'get back to the green'. We have broken his day down into 30 minute chunks and identified the activities that are happening during each time period. At the end of each, he circles the circle that shows his appropriate 'current mood'. When there are outbreaks, or negative emotions, we are starting to have check-ins looking at what was happening before and after each. We are noticing patterns in his anxiety, and therefore his behavior. His trigger generally involves some kind of writing activity. Frustration is often a part. He is seeing that he has a breaking point and that he needs to make changes before he gets there. We are working together to build in breaks before and during un-preferred activities, and breaking his tasks into smaller goals that feel more manageable to him. He has been able to be a part of the decision making and is beginning to take ownership and understand that he has some control over his environment and his emotions. He is understanding that we are team working together to help him learn - both emotionally and academically. It is still a work in process, but I am pleased with the results we are seeing. Other kids in class are also starting to use both the terminology and the strategies to express themselves. The built in communication home has helped his family to model and use the same terminology and strategies that we are using here at school. I feel like we are heading in the right direction.

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I have really enjoyed learning about and experimenting with the Check in and Check Out Intervention.  I have loved the built-on relationship building that it creates.  I love the opportunity for one on one instruction of behavioral strategies.
I think it has been the most effective for me when used on students that are seeking attention.  I love that most of the attention is direct and personal.  I love the opportunity for self reflection and shifting strategies when things aren't working.
I feel that although other goals and rewards can be built in, sometimes just the one on one feels like a reward for the student.
The consistent and gentle reminders set the student up for success and you can often work to prevent situations that are triggering for undesired behaviors...or pre-rehearse and model strategies together of what an appropriate reaction would be to that situation.

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Allen Hancock
While reviewing intervention plans and strategies, I came across the “Forced-Choice Reinforcement Menu. It caught my eye because reinforcement can be such a positive motivator, if done well.  Part of using reinforcement well is knowing the individual that you want to make a change to their behavior.  Oftentimes, teachers and parents assume that tangible rewards will work, however I’ve seen them lead to devastating behaviors as the rewards are constantly adjusted and renegotiated in attempts to control behavior.

I liked the “Forced-Choice Reinforcement Menu” because it gives the teacher information about what types of reinforcement will be most effective for each student. Many times the function of the behavior needs to be addressed through receiving approval from the preferred individual or individuals rather than receiving a tangible reward.  The “Forced-Choice Reinforcement Menu” provides excellent information to guide teachers in developing an effective plan to address behavior.

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By Stephanie Reed
I chose the individual and visual schedule. This is something that can be implemented into a classroom and benefit all students especially those that need accountability, structure, and visual reinforcement. Not knowing this was a part of PBIS, I have been using a visual schedule for 2 years.  I have found that Kindergarteners can ask a lot of times what we are doing next, when recess is, and if it’s time to go home. In the beginning I refer them to the schedule, and they eventually pick up on checking for themselves creating some independence. This resource is great for transitions. Adding pictures to go along with each item on the schedule helps those who need differentiation so they can refer to the pictures and know exactly what is coming next. Another great thing about this is it helps with time management and keeps us on schedule and keeping to our normal routine. I also have liked that it helps those who have difficulties with attention span or completing tasks. Those students can visually see that they only have so much time to work on a task and we will move on. It also helps them see how many things there are to accomplish before their favorite activity, such as recess.

An individual schedule could be used on an individual basis to help student that may need a different schedule or a more interactive schedule, such as closing the door on math when it is finished or crossing it out after the activity is finished. . I like the idea of the student referring back to the schedule and it being the schedules fault instead of the teachers for those that can be defiant and oppositional.

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By: Heidi Wolf
In both my previous and current schools, we used Check-In Check-Out (CICO) and self-monitoring as an intervention strategy with students. The part that I questioned and seldom got to be part of was the “reward” part: what does the student earn or get for positive behaviors and meeting their goal? Knowing students are still highly motivated by extrinsic rewards, I researched “Reward System” and specifically the “Forced Choice Survey”.

Reward systems provide students with positive feedback and reinforce positive behaviors and expectations. Although I am not a materialistic, extrinsic rewards person myself, I know a reward system will provide students an incentive to buy-in to the desired behaviors and put forth the effort to achieve both behavior and academic goals. Rewards systems are often easy and quick to implement with immediate results.

The Forced Choice Survey is like the school student version of the adults’ “Five Love Languages” survey! It asks a student a series of controlled-choice survey items to understand what is the student’s reinforcement preference. The survey outcomes are: Adult Approval, Competitive Approval, Peer Approval, Independent Rewards, and Consumable Rewards. Knowing a student’s preference for reinforcement, we can better prepare for positive reinforcements and promote better behavior.

As a classroom teacher, I prefer the CICO or self-monitoring intervention strategies in conjunction with a reward system. In my own classroom I utilize the self-monitoring intervention with a reward system to build student independence and agency, but on a school-level we use the CICO intervention with a reward system.

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by Suzanne Percy

I have decided to research daily behavior forms. I have a student in my class who is easily frustrated and has a lot of trouble interacting positively with classmates. This child already has many other interventions in place such as taking breaks and noise canceling headphones. This would be a great step to try and improve the child's accountability and responsibility for behaviors in class. It also will provide daily feedback to the student's parents and the SPED team working with this student.

This is a great tool because it outlines what a child should and should not do. The child will get more individual attention, and it provides motivation for the student.

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Amber Koberg
In my Junior High art classroom, I offer "breaks" for students frequently when minor problem behaviors occur (excessive tapping with pencils, shaking the tables, out of seat etc.). For most students, if I simply ask the student "Do you need a quick break?", is enough for them to correct the behavior. For other students, they appreciate the choice and often recognize that a quick break outside on our patio is all the motivation they need to be able to regroup. One student I have currently however has not responded to this strategy. He instead takes advantage of the breaks (stays outside too long, brings a friend with him, plays or uses his phone while he is outside etc.). I am interested in trying Functional Based Interventions with him moving forward. I currently have a Behavior Contract in place with him as well yet it too has proven ineffective. As I read through the Functional Behavior Assessment form, I realize that I haven't yet come up with a hypothesis for this student-although I have identified that the Function of his behavior is primarily attention seeking (from peers or myself). I'd like to involve this student in recognizing how his behaviors affect others in the classroom yet it seems that that is his motivation for doing the behaviors in the first place. This student is getting in to trouble frequently in other classes and in the hallways as well. Moving forward I believe the FBA will help me create an effective BIP for this student.

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Non-Verbal Cues and Signals

Candace Vanderhoef

I am interested in non-verbal cues and signals because we all use non-verbal communication more than verbal communication. It is a very powerful tool. I have always used nonverbal cues as a large part of my classroom management and I continue to  learn about and refine how and when I use this technique.
Non-verbal cues and signals are effective tools for classroom management in general and specifically can be used with small groups or individual students who are struggling with behavior issues. These cues/signals consist of eye contact, facial expressions, gestures, body language and tone of voice used to communicate with a student without calling undo attention to them. Nonverbal cues/ signals are effective and can be incorporated into the classroom easily and discretely to help students manage their behavior, in addition, to saving time and having less disruption during instruction.

Key points of this intervention are to make sure the cues/signals are appropriate; keep them simple; introduce cues to student/students and allow them to be involved in developing cues/signals as well; practice cues/signals; be consistent and praise students often!

Non-verbal cues/signals can be used to target and manage a variety of behaviors. For example, it can help redirect students when they are off task or to help them stay focused during instruction or when they are talking and distracting others during independent work time. Also, non-verbal signals can be used for students who have difficulty with transitions to signal them in advance to minimize behaviors associated with transitioning; as well as helping students who are shy or insecure about participating in class. Non-verbal cues/signals are effective tools to help students manage their behavior in the classroom.

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Ashley Fuller
The FBA interests me because I have only been a part of 2 processes where an FBA was written and I think many of my students have an FBA. I haven't been a part of all of these processes, but I think it would only benefit me to learn more about them. The team identifies the function of the behavior and why the behavior is happening. Once the function of the behavior (like gaining attention from peers and the teacher) is identified, the behavior can be better assessed by educators. An FBA is essentially a plan to implement strategies for decreasing an undesired behavior. The cause of the behavior cannot be determined until the data as been collected over a period of time. Once the question of why is this happening is answered, the educational team creates a plan of action. Sometimes this can lead to the creation of a BIP or behavior intervention plan. Educators need to learn as much as possible about the FBA process so they can effectively communicate to parents and to the student themselves. The cause of behaviors can be many different things. For some students, it is the time of day when they are with a certain teacher. Some students may just be seeking approval from peers. The FBA helps to write down, identify, and analyze this information.

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Julie Bartz
I chose to take a little deeper dive into the CICO intervention. What interests me about this intervention is the collaboration that takes place between the student and the teacher/school personnel. As we know behaviors are a form of communication, we as adults need to help our student find a more appropriate way of asking for help. This Tier 2 intervention is research-backed. During the CICO the child and their mentoring adult have a chance to work together and create a plan to improve their behavior. This is a quick 10 minute conversation at the beginning of the day as well as at the end of the day that helps to provide structure in the student's day, increase accountability, create internal motivation, improve self-monitoring skills and self-esteem, enhance family engagement efforts and ultimately improve student behaviors. By working with an adult mentor students have the opportunity to build a positive relationship with an adult they can trust.
CICO is easy to implement:
1. Moring Check-In students complete a "check-in" with their mentor to review behavioral goals, set new goals for the day and provide encouragement. This is a great time for a basic check-in on the Childs well being and general sense of overall health and wellness.
2. Monitoring, Evaluation, and Feedback is given throughout the day using the child's daily progress report/point card.
3. Check-out at the end of the day the child meets with the same adult they met with in the morning to assess their daily progress report; were their goals met? If so the mentor provides praise, if not the mentor offers supportive encouragement and a plan is made to do things differently tomorrow.

CICO can be effective with students who:

When a student has failed to respond to other interventions and general class management techniques and interventions

When a student is competing little to no work

When a student is not doing home work

When a student is not participating, being involved, or taking part in the learning process

When a student has emotional issues, like anxiety, frustration, etc

When kids have attention, focus, and impulsivity issues

When kids have very poor organization

When a student is exhibiting behavioral problems

When a student demonstrates low motivation and effort

These targeted behaviors were found at www.pbisworld.com

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by Brenda Campbell

I chose structured breaks because I have used breaks in the past but wanted to learn about how to use them more effectively.

Breaks provide some cool down time away from class (or in a designated spot in the classroom). They can also provide some cool down time for the teacher. They give students a chance to get up and move. They also give students a chance to get away from a stressful situation and refocus themselves.

A student is given a card that says "break" and a timer. They go to the designated spot (in the classroom, office, another classroom etc.) and remain there until the timer goes off. Breaks should be no more than 5 minutes. The student returns to class after the timer goes off.  Breaks can be initiated by the student or teacher. It may be necessary to limit the frequency if they are abused by the student. The procedure should be practiced before implementing to maximize student success.

I have used this intervention in the past but didn't have it well thought out. I liked these outlined steps, the use of a timer, and limiting frequency if necessary. I think this intervention could be valuable with students who need to move. I think it's also a great tool for teachers. Both the student and the teacher get a moment to step away from the situation and re-set. I like that this can be initiated by student or teacher and can be looked at as a tool rather than a punishment. Saying, "Would it help to take a break?" Is better than, "Go to the office." When I've had a "break area" in the classroom in the past, I've had kids go there and then I get busy and they end up staying for longer than needed. The timer will keep that from happening. This is a great intervention. I will be using it this year.

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By Matt Holmquist

I chose to look at teaching conflict resolutions skills because I think a lot of students lack the ability or the desire to resolve their own conflicts.

As a teacher of elementary students, I find myself spending a lot of time "putting out fires", as the website put it. Some of the key areas impacted by teaching students conflict resolution skills are instructional time, self confidence, and independence.

I feel that if students learn, at a young age, how to settle their differences in a productive manner, then it sets them up for dealing with others outside of the classroom. This is a key element I will be focusing on at the beginning of this next school year.

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Desirae Reed
I like the check-in and check-out strategy because it is so adaptable to any age and behavior needs.

These work well with kids that benefit from having a consistent person to check-in with and one that helps hold the student accountable and one that encourages the student when they are successful.

I like the check-in, check-out strategy because the expectations for the student are explicit and the reward and/or consequence is known also.

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I choose check-in check-out as I believe it would be especially beneficial for secondary students. Students check-in with the teacher before class, as well after class for the “check-out”. This improves student accountability. This can be used for several reasons, but one of the main highlighted reasons is for students who are not completing work, who require extra accountability. Something I reflected on in researching this, is that this check-in/check-out system can help build a positive & trusting relationship with the student, since they are receiving additional one-on-one time with the teacher/adult at the school.

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Brittney Coleman

Self-monitoring behavior is a skill that could be useful beyond the walls of a classroom.  It is a behavior tool that students could use as they grow into functioning adults.  Learning how to self-monitor behaviors helps students take ownership of their actions and responses to various situations.  Most students are unaware of how their behavior impacts the learning of not only themselves but others in the classroom as well. This intervention strategy could also increase pro-social awareness.

This intervention begins with a conference between the teacher and student (possible parent involvement depending up on the severity of the behavior).  Collectively the targeted behaviors are identified along with a system to track the frequency of the behaviors.  Students assist in determining reinforcements or criteria in changing the behavior.  They also learn to self-monitor the behavior using the tracking system.  Regular data conferences are set-up between teacher and student to evaluate progress toward behavior goals and celebrations or adjustments are issued until the desired behavior has replaced the negative behavior.

When students take ownership of altering the behavior, the change is more likely to be sustainable. Students learn to be reflective in their actions and strive for positive outcomes.

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Nicole Underwood

I like the daily behavior form because it lays out exactly what the student needs to do to be successful.  There is no hidden agenda.  It is everything all in one, it holds students accountable,  improves students buy-in, provides structure and student responsibility.  It also can motivate students as I have found most want to be successful.  This is a great way to build rapport with the student as well,  by creating and together filling out the behavior form you are letting them know you are rooting for them, you're in their corner.  Throughout the day a simple stamp and praise can go a long way in a child's life and soon that is what the child craves and unwanted behaviors and start to fade away.

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Matt Noble

I chose functional behavior assessment (FBA) to look at as my intervention to look into and research because it's one that I feel knowing more about could help me be more effective as I look at implementing alternative-to-suspension interventions. I have built a number of behavior contracts for students in the past.
Through looking into FBA, I found that there are more calculated and organized ways I can use to get to the root of students' problems and organize the helpful data; in this case, an FBA form. I learned that it's a tool to utilize when it seems no other interventions are working and more data is needed to analyze students' behavior.
Implementing this intervention involves sitting down with a student and filling out the form that is calculated to help identify key information that will highlight things leading up to behavior and other elements surrounding behavior as it happens and resulting outcomes.
Essentially the overall takeaway I got from looking at FBA was that sometimes behaviors need to be looked into on a deeper level when common and effective go-to interventions aren't serving their purpose. I think utilizing an SBA form could help reach out to students that don't seem to care about things and let them know that they are important and that I care.

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Iva Haukenes

Non verbal cues to indicate turn taking, listening time, first-then, or other known behavioral expectations are very useful.  The cues are noticed by the students and can encourage or show that a therapist or teacher is being fair, attentive, attending to the rules of communication in the classroom and doing so while keeping the classroom environment positive.
The key components of this Tier 2 Intervention are
They are consistent and pre-taught to the individual student or group with attention to the behavioral rules for the group.
They do not interfere in the flow of the teaching or listening.
They can be used to re-direct or encourage.
They do not give attention that distracts from the group's communication.

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Angie Adams

I am drawn to the non-verbal cues, and signals intervention because it is what I have been struggling with in the virtual world where I know work. I am a School Counselor at Idaho Virtual Academy, and previously I worked in a brick and mortar setting. Finding ways to use this intervention in an online setting has been challenging. IT is a skill I want to work on as a continue running groups with students. They are required to turn their cameras on, and I want to make sure I am giving them the non-verbal reinforcements that they need. I feel like this is another layer of connecting with students, and can be used for positive reinforcement throughout the day.

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Angela Larsen
Daily behavior forms can be used to support students with goals in the areas of disorganization, defiance, emotional, and social needs. I have used this intervention both as a special education teacher for persistent behaviors occurring in the classroom and have used it as a parent of a child with ADHD in kindergarten to improve work completion and organization. I like this intervention because it can be really simple, it can improve communication with parents and teachers, improve students buy in and participation in achieving a short term goal and makes them accountable. This strategy can be used from Kindergarten through High School. To implement this intervention decide on one main goal for the student with the help of the student and parent. Then explain that each day when the student completes the given task or refrains from a certain behavior in a given time, they will be rated or given credit for that desired behavior. For a behavior goal, I have used a smiley face rubric and at the end of each period or day, the student and I can rate the behavior together. This help them be accountable, allows for further instruction or discussion and then they take the form home to be signed each day. Depending on the student and family you can decide what the consequences/rewards will be for marks on their behavior form. I know for my son, who is using the form pictured below, the intervention was approached very positively and has made a great impact for him. He was struggling to stay focused on work, complete work, and turn it in. He now is required to earn a sticker at the completion of his math, morning work and writing assignment each day. When he comes home with a full form, he earns a desired activity at home. We call it a ticket. If he puts in the work at school, he earns a really fun reward. If your student is trying to build a routine and teachers and parents want an easy way to hold them accountable and check in, this is a great intervention to try.

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Deanna Richards
I have used a Daily Behavior Form with some of my students, and I have found success with it. Of course with many students, we need to adapt and improvise as needed. This daily behavior form help me set a goal with the student, track targeted behaviors, and keep all team members involved. With my younger students, this is a way to get them to become involved in the process. I have either used it with specific behaviors that I am looking for (doing classroom work, being kind to others, and following directions) or I have used it to chunk the day into smaller time segments. The second way helps a student see that even if a bad choice is made in one section (for example reading block) that student can reset and continue to work on an overall positive day. We set goals for how many smiley faces he or she can get in the day and reward accordingly. This website http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf has many wonderful examples of daily behavior forms.

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Reward System:                           Ashley Freeman                  I have been using reward systems for the entirety of my teaching career. My biggest goals in using it were to: provide students positive feedback/reinforcement of positive behaviors and expectations, provide incentive to increase motivation, buy-in, and effort, and have something in place that provides quick results both behaviorally and academically. Some years I have had to incorporate many types of rewards and more costly ones if the whole class struggled. I have also individualized it so students get the rewards that make their heart happy, not just blanket rewards that cover the majority of the class's wants.In researching, I found “Forced-Choice Reinforcement Survey.” That seems to be an extremely valuable tool when deciding how best to reward a class or individuals. I plan to use it in the future to help me best determine the reward system in my class. I may have been overworking to please everyone when there may have been things I could have let go of and focused solely on the most effective ways found in these responses. I usually only found what students liked through trial and error, so this survey will undoubtedly be an asset. I’ll use it on the first day of school so I can put a system in place immediately after teaching procedures and expectations. They’ll be getting what’s most desired from the start and individualized more rapidly where it’s needed.    

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Reward System:                           Ashley Freeman                  I have been using reward systems for the entirety of my teaching career. My biggest goals in using it were to: provide students positive feedback/reinforcement of positive behaviors and expectations, provide incentive to increase motivation, buy-in, and effort, and have something in place that provides quick results both behaviorally and academically. Some years I have had to incorporate many types of rewards and more costly ones if the whole class struggled. I have also individualized it so students get the rewards that make their heart happy, not just blanket rewards that cover the majority of the class's wants.In researching, I found “Forced-Choice Reinforcement Survey.” That seems to be an extremely valuable tool when deciding how best to reward a class or individuals. I plan to use it in the future to help me best determine the reward system in my class. I may have been overworking to please everyone when there may have been things I could have let go of and focused solely on the most effective ways found in these responses. I usually only found what students liked through trial and error, so this survey will undoubtedly be an asset. I’ll use it on the first day of school so I can put a system in place immediately after teaching procedures and expectations. They’ll be getting what’s most desired from the start and individualized more rapidly where it’s needed.    

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Non-Verbal Cues and Signals- Marco Mendoza

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Non-Verbal Cues and Signals- Marco Mendoza

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This intervention speaks to me the most because I am very expressive with my face. Typically after building relationships with my students they learn about my very expressive face and they learn how to take signals from that. If a student is off task then without having to disrupt the whole class I can just give that one student a look and they know they should get back on task. I have found that building relationships first is vital with non-verbal communication because that way you can transmit the correct signals. I have also learned that by using this skill the student doesn't feel like they are being called out or shining too much light on them. Non verbal cues can also be used as positives and smiling with your eyes can go a long way. I know I have had to continue to use my non-verbal cues in this remote setting and students are learning when they should be participating more in the zoom class.

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Shanti Norman
Behavioral contracts can be used to hold students accountable for their actions. I use them as a tier 1 intervention so that all of my students sign to agree to the classroom expectations. The research points out, however, that contracts specified to specific issues work well for students who need them. For example, if a student consistently fails to complete in-class tasks, a contract to help the students complete those tasks may be in order. To create the contract it is best to collaborate with at least the student. It might be helpful to also invite the counselor, an administrator, other teachers who have similar issues with that student (or have conversely had some success in there a class with that student), and/or parents. It is important to ask for input from that child to try to get to the bottom of the situation and identify why the behavior continues to occur - perhaps they are distracted because they sit by the door, they are lacking in academic skills, they aren’t getting enough sleep, etc. Once the contract has been written, it must be referred to often. For example, maybe the student has it on their desk and they are self-monitoring, or the teacher sends it home with the child at the end of class and the parents sign off, or the student and teacher meet for 5 minutes after school to discuss how it is going. It is important to have follow-up and to make sure the child knows you are there to help them, not to punish them.

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Sami Walton
Nonverbal cues and signals are interventions that are easily taught and can be used in various settings with individual students or the whole class. These intervention techniques are helpful for many reasons: limits noise & disruptions, saves time & energy, can be done quietly without disrupting lessons, does not draw unwanted attention to a particular student or behavior. Cues/signals help to keep students focused, provides redirection, can be a form of positive feedback/praise, and improves student participation and accountability. Key points to remember when developing cues with students: keep them simple, work with students to establish so they have buy-in, model & practice, and BE CONSISTENT.

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Andrew Lynes

CICO is an intervention that can be used in a variety of circumstances, but is often used in situations where students demonstrated with attention seeking behavior.  With this intervention, students check in each morning with a trusted staff member who provides them with an accountability sheet that their teachers sign off on throughout the day. At the end of the day, the student checks out with that staff member and is given feedback and encouragement about how they did throughout the day. This intervention was used in a school that I have previously worked in and is something that I think may be helpful implementing in my current school. It's a good way to give students positive attention, accountability, and coaching.

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Heidi Broenneke
Structured breaks can be used in a variety of circumstances and for a variety of reasons.  Students can be given the opportunity to take a break by either leaving the classroom and heading to a specific spot within the building or going to a certain “cool down” spot in the classroom.  Breaks can be beneficial when a student is becoming agitated, argumentative, overwhelmed, or disruptive, when a student is tired or needs refocusing, or simply when it’s clear a student needs to move.

When a student needs to take a break, make sure he or she is provided with a timer and knows to return to the classroom, ready for a fresh start, when the time is up.  Students should be praised for being so cooperative and respectful when leaving the class and returning.  An alternative to the timer is an informal break, where students are sent on an “errand” to allow them to reset.

My favorite thing about this intervention is it is wide-reaching and would work with many, many students who are exhibiting different behaviors.  Another thing I appreciate about this intervention is, after explicit teaching, students can use it to self-monitor and self-advocate, initiating the strategy on their own when they realize it is needed.

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Bethany Williamson
I researched the Praise Game because I have used a similar strategy with students last year but was unaware that it had its basis in PBIS strategies.  The goal of this intervention is to decide if students are following three simple directives during class time. Table groups or student groups that are earn tally marks for their group and the group that has 80% of the tallies earns either a prize or points towards the schools token system.  I move from class to class throughout the day so this would be a very usable method for my students.  I did use this method last year for one class and it was very effective.  The kids responded well and engaged in the class to earn tallies.  It did help tier 2 and 3 students feel more community in the classroom and it helped redirect the classroom to stay on task without singling out any particular student, which is the goal.

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Holly Hutchinson

I am rethinking this intervention because it lends itself to team participation: the student, the parents, the principal, the classroom teacher, the auxiliary teachers, such as SPED, music, p.e., and so on. We have used it before at our school, with spotty success.  I believe that is because we used it within the classroom, but did not involve other school adults.  In my experience, sometimes, this process involves the teacher reporting to the parents, without daily review with the student. Reviewing with the student throughout the day, and at the end of the day, would be much more effective.
To apply this strategy, a daily behavior report form or chart is needed. It targets the main problem behaviors, 3 or 4 of them.  I visualize a 5 x7" clipboard to travel with the student wherever he/she goes during the school day.  The Classroom Behavior Resource Book by Jim Wright contains ready-made forms which could be used or adapted.  For each target behavior there is a scale of 1-5, with 3 being average. The Jim Wright forms have happy/sad faces accompanying the ratings, making it clear for young students and language-delayed students.  The key element of this strategy is an end-of-day conference with the student, reviewing the behavior form with him/her in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day.  The form is then sent home for parents to sign and return.  I like the idea of starting every day with a fresh new form.  But, eventually, there could be a transition to a form that covers a week at a time.
This is a flexible strategy, and could be used with several students in a classroom, each focused on different behaviors, but carrying the same kind of clipboard, and following the same procedure for reporting.

The Daily Behavior Form could be used to help Tier 2 students with persistent behavior problems. It's a useful strategy for students who struggle with organization, or repeatedly fail to complete and turn in classwork. It is also a tool to be used when students are defiant and oppositional, or with those who are persistently held up by emotional flare-ups caused by anxiety or frustration.

When used consistently, with good follow-up, the Daily Behavior Form can be used side-by-side with other strategies such as non-verbal cues and signals, calming techniques, reward systems, . . .  so many others, and will help student, parents, and school staff to be on the same page.

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Jennifer Bideganeta

I chose to research social stories. Social stories are information in a story format that can help teach students routines, procedures, and expectations in the classroom. These stories provide a visual representation of what appropriate behavior in various situations should look like. Students can participate in creating their own social story by writing and illustrating them. Teachers can take pictures of their students acting out the appropriate behavior and add them to their social story. This can help students take ownership and feel involved in the learning process. Social stories can work for several different behaviors. Some behaviors that I would intervene with social stories are completing work and dealing with different emotions by using appropriate coping strategies.

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Shannon Kelly
I choose Self Monitoring because of the grade level I teach and the stress on independent responsibility throughout the year. Self Monitoring promotes more independence when it comes to behaviors. Thus allowing students to self monitor and self check their own behaviors. This intervention fits with students that have poor attention and focus. Those students that are disorganized, overly talkative, and are off task more than on. Key components of this intervention was including the student in the behavior plan. Allowing students to have a say gives them more buy-in in the behavior plan. Students are able to identify one targeted problem and work with the teacher to establish visual cues to work on changing the behavior. As the teacher, the student needs to be taught the appropriate, wanted behavior. Students also chooses the reinforcements and how that looks. Targeted behaviors, I see, this intervention working for is blurting, talking when listening or working is suppose to be happening, completing work during class, and much more. I think back to some of the students I had this past school year and I see that I could have used this intervention with hallway behaviors (walking instead of running), recess behaviors (attending recess without issues), completing PE without issues, completing assignments, etc. I stress from the first day of class that responsibility is important. This intervention would help some of those students be more responsible in their social and academic roles at this age.

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Chris Paulsen

Although the other interventions definitely caught my eye, I couldn't help but research CICO because it is a phrase used so frequently in my schools, but with many different meanings depending on the building, admin, student, etc. CICO is a Tier II intervention that focuses on students with an attention seeking behavior. Students check in with an adult at the start of each school day to retrieve a goal sheet and encouragement, while the teachers provide feedback on the sheet throughout the day, before the student checks out at the end of the day with an adult and takes the sheet home to be signed. This helps give that student positive attention and reinforcement throughout the day, as well tangible feedback or even rewards as a result.

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Lesli Abrams
I chose to research self monitoring. Sometimes I feel bogged down with reward systems and monitoring systems that I feel I can not focus on the content of teaching. The idea of Self Monitoring would help the student have a more permanent change in behavior. A self monitoring system allows the student to reflect on their behavior and see the changes. You would use this for a student who has trouble focusing, has compulsive behaviors, is often off task, or often not prepared.
To use this, you will need to meet with the student and talk about what behavior they need to fix, how they will be reminded to fix it, and pick how they will reflect on their progress. One idea I liked was having the student write reminder notes for themselves. I have had success by using sticker charts to have a child decided if they have been on task enough to earn one.

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Jaime Olsen

Having a reward system in your classroom means to have a goal the class has to meet in order to get something they want.  It can be done as a whole class where they work together on having extra recess or a party, or done on a more individual level where each student earns points or "money" to get things they want.  Having a reward to look forward to helps student motivation and effort.  It also increases on task behavior.

As a music teacher, I only see a class once a week for 45 minutes.  It is hard to deal with individual rewards because of this so I would focus on a class reward system.  My students love free time, so I would have 5 minutes at the end of class where they get their choice of something fun to do, such as listen to a song and socialize.  Throughout class, when they talk or are disruptive in anyway, I will look at my watch and count the seconds.  Every second we spend waiting are seconds off the 5 minutes.  Peer pressure should usually help wayward students behave so we can have a productive class.

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Heather Crossley

Creating an individual and visual schedule will provide a more specific routine and instruction for a student.  It will help the student to be organized, waste less time, and become accountable for their time and work.  It will provide a visual reminder for what to do and what is to come.
A visual schedule will help students who struggle staying on task, are disorganized, need more structure, or are defiant to the teacher.  Students who may appear to be on the autism spectrum can benefit from a visual tool.
I have a 1st grader at home. We have all started the learn at home school due to the covid-19 pandemic. The first few weeks he struggled staying on task, being motivated to do his school assignments and listening to his new teacher which is also his "mom". At the end of week 2, I created a visual schedule for him with times for each subject and built in brain breaks. We went over the schedule and identified the time we would start and begin school and what his goal and objective would be. The visual schedule has made a difference with all the struggles we were encountering. He now will start school, knows what subject to start with and works hard so he can finish school by lunch time.

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Cameron Brown
I teach science and Spanish, and I find that many students can become frustrated and anxious from these two subjects. When this happens, they become very nervous and overwhelmed. This manifests itself in the classroom with banging fists on the table, crying, sweating, feeling sick, or not starting or staying focused on the tasks. When you start to see these behaviors, or at the very beginning of the year and reinforced about every month, you can teach relaxation techniques. The first step is teaching student to recognize when they are feeling stressed or nervous or frustrated. Typical signs are clenched fists, sweating, butterflies in the stomach, or breathing heavily. Then they must be taught ways to relax. These can be simply counting slowly to ten, taking deep breaths, writing in a journal, coloring or doodling, reading, listening to music, or taking a break. They help students who may not have completed the work due to stress or frustration take a little bit of time to relax. This intervention seems like it would help because it takes students that would escape the activity by rushing through it, not attempting it, or simply leaving and teaches them to relax. No student can perform at their best when stressed, so this helps them do the best they can!

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By: Cheryl Heuett

I am interested in using the Check In Check Out (CICO) Tier 2 Intervention with a boy in my classroom this year who does not complete his in class assignments or his nightly homework. I have tried a daily agenda book, reminders home, and rewards and consequences, but none of my strategies seem to be working. Our classroom management system (a punch card) does not seem to work for this guy; he does not buy into it. He, unfortunately, also has no grit and does not take part in his own learning process. This young guy is craving for attention and one-on-one attention, so I am hoping the Check In Check Out Intervention will be a perfect fit for him. He will now start each day with a positive reminder from his check-in teachers (myself and his resource room teacher). I am hoping that this quick check-in will help him start his day on the right foot. The check-out at the end of the day will include a reflection of how his day went. I will also sign the CICO paper and ask his mom to sign the sheet as well. I am hoping that mom buys into this strategy because I know her buy in and reinforcement is key. I found a simple CICO tracking form that I am going to use daily.  The CICO tracking form will be a useful and informative form of data collecting.

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By Stefanie Fuchs

Using nonverbal cues and signals is when the teacher or adult “creates a working relationships with students without calling attention to the student in a negative manner.” I like the idea of using this intervention because it is quiet, calm, and easy to do. It is quick, effective, and limits student embarrassment.

The key components of this invention include using this strategy when students are off task, misbehaving, or not participating. Classroom management is so essential. I could know everything about social studies, but if my classroom is not managed well, I can’t get that information across to my students. This intervention works great because I can use it if my class gets out of hand. I like to use the I LOVE YOU sign from ASL. I tell my students at the beginning of the trimester that if I hold up that sign, it means “I love you, but be quiet and pay attention right now!” It seems to work really well and it is quick and efficient.

I have one student who is dealing with outbursts/misbehavior due to autism. He is a great kid, but he needs cues for when he is misbehaving. I usually just tap his desk and he knows that he needs to refocus and reassess his behavior. This works really well. This would be an example of who this intervention is intended for.

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by Anna MacFarlane
I chose this intervention because who doesn’t want a quieter, calmer classroom with the maximum instructional time possible? I do already use some non-verbal cues and signals for the whole group (like for the bathroom and pencil swapping), but I have 2 students who still really struggle to not blurt out about all kinds of off-topic things during instruction – especially after lunch. Both of them get a little surly, too, when we have to redirect them in ways that everyone else is aware of. I like the idea of meeting with each one for a few minutes to talk privately about the issue and agree with them on some kind of signal specifically for them that will help remind them to wait and not interrupt. I think it will help them know that I care about their feelings and don’t want to always be coming down on them, but also help them realize that the blurting is disruptive enough to need a plan so they will want to learn how not to do it as much.

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By: Robyn Aguiar
This year I have 28 students in my first grade class and many are on meds for ADD/ADHD. They are a great group of kids but a lot of them have a hard time sitting in  a chair correctly, standing in line with hands to self or walking to their cubby or to a special without touching many items, other kids or walls along the way.  It is not in a "mean" or "hurtful" way at all- they are just constantly needing to be touching something so when I read the different Tier 2 interventions, Sensory Tools instantly grabbed my attention!
Sensory Tools is an intervention that is used for students where their behaviors are due primarily to sensory issues. By using the tools, the behavior can be addressed and stopped before it starts. The goal is to provide the right tools for the students that need them in hopes of creating increased work production, on task behavior all at the same time as having a happier and more content student. We have an ERR program at our school so we have a lot of the sensory tools mentioned available to check out. I think for my kiddos that have to constantly be touching something or someone or that chew on their shirts or fingernails, a fidget to have in their hands as they line up or walk down the halls would be beneficial. My shirt chewing student would benefit from the "chew" necklace that is available or sugar free gum to chew. I'm excite to try these new tools for my students who need that constant sensory reinforcement.

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by Karen Greenhalgh
I researched this intervention because I have used it many times, but feel like I could improve on it.  I actually have 2 students who are currently using a behavior contract, and after researching, I will tweak the contracts with these students to hopefully be more effective and be more useful for both myself and the students.
Some things that I will include are an interview with the student.  I will ask the student why he/she things this behavior is a problem.  I may include negative consequences, as well as positive consequences.  I will be more specific in the behavior to be increased.  I will also schedule a follow-up after 6 weeks or so to check in and help the student to see whether positive behavior has increased or if we need to keep working on it, and if changes to the contract need to be made.
I really liked that in the research I found that a goal should be written in the form of a behavior to be increased.  I feel it is easier to reach a goal than be told what not to do.
I also researched that posting the contract is important, and I agree.  If the contract is posted, than it is easy to point to it when redirecting a student. I sometimes combine a contract with a daily form, so that I can easily include parents on progress.  I am working on ways to post, yet still make sure that parents get a daily progress report.

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by Alissa McGonigal

I have a big red chair in my classroom and a few students who could benefit from a visit to the big red chair. They love the red chair and often negotiate who gets to sit there. I have a few students who are easily frustrated at times and one in particular who has a very hard time regulating his emotions. I have started scheduled "Bear Buddy Breaks" for him. He goes to the office or the reading room for high fives when things are particularly difficult. We also have Mindful Awareness each week which teaches the children different breathing techniques and how to pay attention to their bodies and know when they are getting stressed. So, the base has been laid but now I would like to reinforce the relaxation techniques they have already learned and designate the Red Chair as our break chair. Of course, they will also have the option of taking a break at their own desk. In addition to taking deep ninja breaths or bubble breaths, I will teach them relaxation stretches they can do by the chair, or they can take their journal and write or draw while in the chair, I am also going to find a used cd player for relaxation sounds that they can listen to while in the chair. I am hoping that as I teach this to the class, they will use it as a way to decompress and come back to their work peacefully.

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By: Kim McDowell

As I read through a lot of the tier 2 interventions, I had two particular students in mind.  One is autistic and the other is not, however they both struggle with social skills.  Because of this I decided to research the social skills interventions, especially social stories.
There are a lot of benefits to teaching social skills such as improving student interactions and productivity, helping students fit in and make friends, and increasing their self confidence and self-esteem to name just a few.
Social stories are a great visual way to help students understand expected behavior.  They are typically short and are to be reviewed on a daily basis, not just when they are struggling with the expected behavior.  For example, one of my third grade students is struggling with using kind words out on the playground.  In fact lately he has been swearing a lot at his classmates.  I'm hoping that by using social stories about using kind words, he will realize how his words are affecting others.
My other student has low self-esteem due in part to being raised in an emotionally unhealthy environment. Her little sister is the prima donna of the family and consequently receives most of the parent's love and attention. With her lack of self-esteem comes a lack of self confidence. I think social stories could help her gain confidence in her abilities and realize that she too is a person of worth and value.

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By Brenda Peck
I decided to research self monitoring because it promotes independence and positive behaviors. This is especially important in older students. Strategies can help students recognize and keep track of their own behavior.

There are several targeted behaviors which can be addressed with self monitoring: poor attention, impulse control, disorganized, unprepared, overly talkative, compulsive behaviors, and off task behaviors.

The initial step for developing a plan is to identify the target behavior - identify a simple action to measure, such as a behavior that occurs during a certain time of day or related to a specific subject. Teaching the student a desired behavior in place of an undesirable one provides the means for getting the desired behavior.

The design of the self-monitoring device is determined by the student’s needs. Checklists and charts are common materials used to record behavior, while golfer’s wrist counters and other mechanical devices may also be used.

To ensure success when first beginning an intervention, frequent reinforcement is recommended - offering a choice increases the likelihood of success. Some students are very motivated by self-monitoring alone - they enjoy pushing the button on their wrist counter, giving themselves checks, or crossing things off to-do list.  However, many require extra teacher attention or other reinforcers.

The teacher and student need to discuss the target behavior and self-monitoring system. Together, they should discuss potential problems with the intervention and come to an agreement about how to handle problems that might arise. Once the system is in place, the teacher compares the student’s information with her own observation and provides feedback. Practice sessions can provide an opportunity for teacher and student to gain reliability with the system. When the student is consistently accurate, the teacher can end checks and the student can use the system independently.

Gradually, reinforcers should decrease and expectations raised. When work becomes more difficult or behavioral expectations change, it may be helpful to provide more assistance or reinforcement.

In conclusion, self-monitoring strategies are individualized plans used to increase independent functioning in academic, behavioral, self-help and social areas. Self-monitoring help develop skills that lead to appropriate behavior.

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By: Vic Morales
The idea of having the student take a break to reset could work well in my classroom.  I have used having the student find another spot in my classroom but hadn't considered it as a Tier 2 intervention.  It has been effective in its simplicity so the rest of the "break" list piqued my interest. My school houses both the district ASD program and BASE so it is imperative to have school wide interventions in place but structured breaks could work to maximize my teaching time while providing that reset for the student who needs it.

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PBISWorld Tier 2 interventions are more targeted and individualized behavior strategies. Breaks give students a chance to regroup, calm down, relax, settle their emotions, and cope without disturbing the class.

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By: Kathryn Mathis
I was intrigued by many of the interventions listed in Tier 2. I am familiar/comfortable with RTI, the use of peer tutors and non-verbal cues/signals all peak my interest. Although, I find often times the suggested strategies are not realistic in a secondary classroom. With students changing every hour and classes changing every trimester, time becomes a major factor. However, when it comes to meditation and relaxation techniques, I am certain of the positive effects these practices can have on all ages. The first line in the last link I researched states that "schools are responsible to teach academics and social behavior skills" and "we teach all students to be safe, respectful, responsible learners in the classroom, hallways, playground and all other settings." Taking the time to teach whole classes ways in which students can train their own minds into maintaining control of their actions, emotions, thoughts, etc. through intentional, deep breathing, and focus will benefit them in every aspect of their overwhelming lives. In a classroom setting, the abundance of stimuli and possible perceived pressure can cause many levels of anxiety, or anxious thoughts and behavior. These unstable emotions can get the best of us, resulting in a domino effect of issues. If a student is able to recognize these thoughts before unwanted behavior occurs, less and less instructional time will be wasted in the long run.

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By Enriqueta Martinez

I am a second grade Spanish teacher.  This year the school where I work has decided to implement the same non-verbal cues & signals from preschool to fifth grade.  It has been amazing to see how the students communicate without talking or interrupting.  These non-verbal cues & signals are for every single student in the school.  For instance, if somebody needs a drink of water, they raise their hand and show the middle three fingers. To get the students attention, I say out loud five, hold up my hand high and silently start to count on my fingers. The students in return do the same thing so I know when I have their full attention.  It has been very effective to implement some of the non-verbal cues & signals that we are using now because the students learned them in first grade.  It is essential that at the beginning of the school year, you are consistent teaching your students the system and practice all the time.

However, I researched Non-Verbal Cues & Signals because some of my Tier 2 students are not fluent in Spanish. The key components with this intervention is that it creates a working relationship with the student without calling attention to the student in a negative manner.   It is discrete and quick, and saves class and instruction time.  It is also easy to do and effective, and improves and builds student confidence and self-esteem.

There are several targeted behaviors this intervention is intended to be used. For example, it can be used if the student is losing attention and focus during times of instruction or independent work, and when the student has problems talking in front of the class. Sometimes, my Tier 2 Spanish second language learners are very nervous speaking to the whole group or some of them need consistent redirection.

The research suggests that you meet with the student individually to identify how you and the student should communicate.  It also recommends to have the student, as much as possible, pick the signs that are going to be used.  These signs could be smiles, thumbs up, and shaking head “yes'' or “no.”   It is very important to communicate with the student's family before implementing any type of positive behavior plan.

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by Mike Kuntz
I have an autistic student in class this year.  We are more focused on safety first, then moving toward respect and responsibility.  This method would be especially valuable in creating a consistent method of communicating with parents.  Also, our resource room teacher is able to check with the student in the morning, and before school ends.  This student loves immediate feedback and would likely remind me if I forget to update her chart in a timely manner!  Her parents have also created a ticket system based on her behavior,  this method could be easily integrated into their existing system.  I am excited to try check in/check out.  It will be helpful in collecting data, identifying patterns, and communicating with the team!

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by: Leslee Hill
I am really interested in the structured breaks. I just finished a course on behavior interventions and this was a big idea I took away from that course too. I am glad I was just reminded of it. I feel like a break to get a drink, walk to the hook nook, use a breathing tool (ToolBox) or anything that helps a student and/or teacher reset is beneficial for everyone. Also, for other students to see how simple a problem can be solved and in a positive way is so powerful! I will incorporate this into my daily routines.

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By: Shelby Hansen
As I read through the list of interventions one stuck out to me more than the rest, organizational tools.  This intervention is one that I feel can help a child be successful in more ways than one.  As I read about this intervention there are many different ways to implement it from something as simple as making checklists to using a day planner, depending on what that student needs to work on.  And I feel like with more options, there are more ways to help a student be successful.

The key components with this intervention is the tools one decides to use.  Daily planners, checklists, to-do lists and so much more.  And often times the different components work together to best help the student succeed in more areas.  By using such tools students will not just see improvement with grades at school, but realizing the success of being organized and will boost their self-confidence, and increase morale and help them realize that by doing simple things to stay organized will help them later in school and life.

This intervention is geared towards students who struggle with organization and are constantly losing things and missing work.  It also is one to use with students who have a hard time following schedules and routines.

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Nonverbal Strategies: The Music Box                                 By Deon Goodwin                       I teach Elementary music, and I really love the concept of using musical cues.  In the past I have used a triangle (who I call Mr. Triangle), that I would ring to signal students to be quiet, and it has been generally effective.  After reading through some of the many of the strategies, especially the nonverbal ones, I feel that the music box strategy would be much more effective for a variety of reasons.  Firstly, it would be a bit louder than the ringing of the triangle.  It would also require me to move to pick it up, and I normally would carry the triangle with me as I moved around the room teaching.  Most importantly the music box would play for a much longer duration than the ringing of a triangle would last, making it a better cue.  The idea to use the total winded time as a means of tracking lost time was quite excellent, and I plan on acquiring a music box to use during this coming school year.

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Nonverbal Strategies: The Music Box                                 By Deon Goodwin                       I teach Elementary music, and I really love the concept of using musical cues.  In the past I have used a triangle (who I call Mr. Triangle), that I would ring to signal students to be quiet, and it has been generally effective.  After reading through some of the many of the strategies, especially the nonverbal ones, I feel that the music box strategy would be much more effective for a variety of reasons.  Firstly, it would be a bit louder than the ringing of the triangle.  It would also require me to move to pick it up, and I normally would carry the triangle with me as I moved around the room teaching.  Most importantly the music box would play for a much longer duration than the ringing of a triangle would last, making it a better cue.  The idea to use the total winded time as a means of tracking lost time was quite excellent, and I plan on acquiring a music box to use during this coming school year.

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I was so interested by all the Tier 2 interventions. There are so many ways that we can help our students with their behavioral issues to try to change behavior instead of punishing continually without any change in outcome.
I was very interested in the alternatives to suspension though. As a teenager growing up, I never understood the purpose of suspension. It seemed like most the kids that were being suspended came from either a single parent home or a home where both parents were working. So a day of suspension typically meant a day of unsupervised freedom. I never understood how the student would learn from their actions because it in turn sounded like an enjoyable day. Students who are continually being suspended are typically trying to be suspended to get out of the school that is causing their problems.
I think a good alternative to suspension is doing in-school suspension and requiring the student to be working constantly. Whether it be on school work or following the custodian around and working with him or her. When suspension is in order, students must have a less fun punishment so that they do not feel the need to try and get suspension in the future.

One idea of suspension alternatives was discussing with the student a punishment before suspension was reached so that something had been agreed upon other than keeping them out of the school for the day. The punishment must not be too harsh but should also cause them to stop and think before getting into more trouble.
Another good idea I liked was parent involvement. Sometimes a parent coming to school is enough embarrassing for some students that they will avoid it at all costs.
The last alternative I liked was having an in-school suspension where they are supervised while completing academic work but then are also worked with on acceptable social skills and how to handle different situations without getting in trouble.

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By Debbie Cook

Many of the tier 2 interventions interested me and could be beneficial for my students. I chose to focus my research on Structured Breaks because I think I can successfully utilize it within my classroom. It is a flexible intervention that can be adjusted slightly to work with many different students or even the whole class if needed. We've all been frustrated, overwhelmed, stressed, unfocused and tired. For me, stepping away from a problem or situation brings clarity and new energy. It allows me a minute to refocus and get back to the task at hand. Structured breaks can do that for our students too.

One example I found called Class Pass, involved giving three passes to a student in the morning and rewarding them at the end of the day for any that were unused. When they use a pass it allows them a short break, determined by the teacher, from academic work. During their break  they choose preset activities and when the allotted time is up they return to their work, not able to take another break for a certain amount of time. I think the key to success with class pass would be clearly defined expectations and helping the student recognize what triggers their behavior. The break acts as a reset and will give the student a chance recognize that behavior and quickly correct it before it becomes a problem.

There are many different ways to implement structured breaks, depending on the needs of the student. It can be a consequence, a reset, a chance to focus, a brain break or just about anything you can come up with. It can be as simple as a desk away from the rest of the class with a timer, a walk to deliver a note or a whole class stretch break to get the wiggles out.

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by Cole Cooper

I researched alternate ways to suspension and found it to be aligned to my own personal beliefs on the subject. There have been so many times where I would get frustrated at students because I knew that the behavior was happening because they didn't want to do an assignment, be in class, or tried to avoid something else. I really appreciate that PBIS can support other means of consequences such as; in school suspension, behavior monitoring, school services like helping the custodial staff, or finding the one teacher that can mentor the student on his/her actions. It doesn't always have to end with suspension, behaviors can be deterred by being creative in a variety of consequences that not only tell the student that their behavior is unacceptable, but can SHOW them their behavior needs changed.

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by Kelley Rushton
I researched the Check in / Check out program. I found this intervention interesting and perhaps effective due to the fact that is specific to the student. The students has a clear goal in mind of the day and gets immediate feedback
at the end of day regarding if they met their targeted goal. I also found it wonderful that a students can gain a relationship with another staff member have one more person in the building to talk to or go to for help or support.

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By Clayton Wilson

Key Components:
1. Identifying Tier 2 Students.
2. Collaboration as a faculty team to create a behavior plan.
3. Communication of Behavior Plan with Student, and with parents.
4. Assign Faculty member as adviser(Not currently teaching student on behavior plan).
5.Check In/Out Times provided for students.
6. Tangible (Pencil, Erasers, Etc...), and intangible rewards (Good phone call home, Letter to parents, Etc...)  are given to students.

This Intervention plan is targeted towards students that struggle on a social/emotional, and educational level.

I work in a small community in East Idaho.  Our 2 A school has many students that need support, and a few faculty members carry a large amount of the load when working with tier 2 interventions.  This is such a wonderful system!  I know this would have helped me tremendously as a student!  Currently we meet together in teams, Identify students that need a behavioral plan, come up with a plan to address the behavior that sometimes includes parents permission depending on what is happening, but there is only check in and out from teachers with the student in their class.  This works but sometimes I think it would be nice for the student to be able to speak with an assigned faculty member that is removed from the classroom situation.  I think that having an organized time for the students to meet with an assigned adviser is an awesome idea!  Kids don't care about what you know, they only know how much you care and this demonstrates that wonderfully.  I've already shared this video with my administrator and am excited to see if we could implement it for our students.

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Check-In / Check-Out: Providing a Daily Support System for Students

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by Cindi Lee
Some reasons to use non-verbal cues or signals would be to form a relationship with the child without recognizing negative behavior.  It is a fast and easy way to give feedback.  It saves instructional time.  It is usually more confortable for the child and the child is then more willing to participate.  Non- verbal cues and signals are simple to do and effective. They help build the child's self-esteem.  You should let the child choose the signs to be used.  These cues will be used to focus the child's attention, to redirect attention, help child to speak in front of others, to participate, when the child is on task and when the child is doing something good.