Low to no Work Completion
The student may:
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Have low energy and motivation
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Have low academic ability
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Appear lethargic or slow
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Assignments turned in incomplete
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Be sad or depressed
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Have home or environmental issues
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Become frequently frustrated and discouraged with work
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Have little home support and involvement
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Fail to study
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Dislike school
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little or no participation or interest
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Have poor organizational skills
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Give many excuses
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Fail to consistently follow expectations for work completion
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Little to no follow through
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Say they want to and will try more and start doing better, begin to improve, then quickly fall off again
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Talk a good talk about changing and doing better, but display no action
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Be more preoccupied with social interactions and circle
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Spend time with “bad crowd”
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Have trouble focusing and attending
Intervention Strategies
Tier 1
Tier 1
Tier 2
Tier 3
-Alternative modes of completing assignments Description
-Assign a buddy or partner Description
-Breakdown /help student start assignment Description
-Breakdown directions Description
-Call on student frequently Description
-Call parent or note home Description
-Card Flip Description
-Clear and concise directions Description
-Clear, consistent, and predictable consequences Description
-Color coded folders Description
-Daily planner Description
-Do unfinished work during recess or unstructured time Description
-Encourage interaction with a more self confident student Description
-Engage student Description
-Explain assignment/directions Description​
-Give choices Description​
-Helping Students With Homework Description
-Individual work space Description
-Logical consequence Description
-More structured routine Description
-Move to a new location in the classroom Description
-Natural consequences Description
-Non-verbal cues Description
-Organize materials daily Description
-Praise student frequently Description
-Providing a container for students belongings Description
-Proximity to student Description
-Reduce assignment Description
-Rewards, Simple Reward Systems, & Incentives Description
-Take away privileges Description
-Talk one on one with student Description
-Talk to parent Description
-Teach coping skills Description
-Teach relaxation techniques Description
-Teach social skills Description
-Touch base with student Description
-Turn desk around Description
-Use timer Description
-Visual schedule Description
-Alternative to Suspension Description
-Behavior Contracts Description
-Structured Breaks Description
-Check in/Check out Description
-Classroom management Support Description
-Counselor Referral Description
-Daily Behavior Form Description
-Forced Choice Reinforcement Survey Description
-Individual and visual schedules Description
-Mentoring Description
-Non-verbal Cues and Signals Description
-Organizational Tools Description
-Peer tutoring Description
-Response to intervention Description
-Rewards System Description
-Self monitoring Description
-Sensory tools Description
-Social Stories Description
-Teach conflict resolution skills Description
-Teach Coping skills Description
-Teach relationship skills Description
-Teach Relaxation Techniques Description
-Teach Social Skills Description
-The Praise Game Description
-Functional Behavior Assessment (FBA) Gen ED students Description
-Functional Behavior Assessment (FBA) SPED students Description
-Behavior Intervention Plan (BIP) Gen ED students Description
-Behavior Intervention Plan (BIP) SPED students Description
-Collaboration with Student’s Physician and/or mental health provider Description
-No Passing Time Description
-Seclusion and Restraint Description
-Time Out (Structured Time Out) Description
Possible Consequences
Tier 1
-Student is redirected
-Warning
-Student is placed in a different spot in the room
Tier 2
-Loss of privileges (example: school events)
-Detention/loss of recess
-Student is sent to buddy class to complete work
-Positive reinforcement system (Example: Time card & Sticker chart)
-Phone call home
Tier 3
-Behavior chart
-Restorative practice
-Parent shadow
-Formal Behavior plan
-Behavior Contract