High School Behavior Intervention Model

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Overview
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We have a revolving list of students we
monitor throughout the school day.
We talk to students in the hallway, in classes
and privately to assess their emotional and
behavioral readiness.
We observe and document classroom and
school behaviors.
Our list of students is tiered by level of need.
1. Escalating student
2. Teacher Implements classroom strategies
3. Office facilitator notified that there is a need
for assistance
4. Behavior support team notified by radio
5. Redirection/Intervention-in or out of the
classroom
6. Return to class
GOAL
The High School Behavior Support Model
Provides an immediate and consistent intervention in the cycle of inappropriate
behavior
Intervenes early in the behavior cycle and before behavior becomes seriously
disruptive
Supports the student to achieve compliance with behavior expectations by
debriefing the issue and assisting the student in identifying a plan of action for
more appropriate and productive effective behavior
Reduces the amount of time students are out of the classroom because of
undesirable behavior
Provides consistent, positive and instructional intervention for students
Provides responsive support to teachers
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Defiance-refusing instruction, refusing to
comply with requests, refusing to accept
decisions
Escape-walking out, sleeping
Disruptive-talking out, verbal and/or physical
aggression
Bullying-any repeated inappropriate language
or actions toward others
Emotional-crying, withdrawal, anxiety
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Behavior Specialist is alerted that there is a
concern about a student.
Behavior Specialist completes at least 2 random
observations for the student at different locations
and different times of the day. Observations may
be conducted by the Behavior Specialist or SSP.
Staff member’s are informed of the findings, and
the level at which the student will be monitored if
warranted.
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Monitor lists are routinely reviewed to determine if
students are still enrolled or if schedules have
changed.
Monitor lists are reviewed weekly to determine
what students are making progress, and if levels of
service can be decreased or ended.
Documentation is used to support removing a
student.
For students that are not progressing, classroom
and student observations , and consultations with
teachers will be completed.
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Teachers can request
◦ Classroom
observations
◦ Student observations
Observations can be
done to help teachers
recognize and evaluate
strategies used in the
classroom to assist
struggling students.
Please email teacher
form to
[email protected]
to schedule an
observation.
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Students can request
◦ Individual support
Teachers should teach
students how to
appropriately request
support from the team in
their class. Attached is a
suggested form.
Students should
complete the 1st section
before the team is called
to work with the student
Student Request for Support
Student Name:
Issue or Incident:
_________ Date:
______
Things I need to do to:
1.
2.
3. ________________________________________________________________________________
4.
__________
If I am having difficulty, I will:
I agree to try my best!
Student Signature
Behavior Support Staff
San Antonio ISD
Behavior Support Request
Student Name:
Date:
_________________________ Requesting Teacher:
Class Period/Subject:
Time:
Please check the presenting behavior(s) as identified on Behavior Intervention Plan (BIP):
Talking Out
Student Request
Out of Seat
Profanity
Uncooperative
Sleeping
Disruptive
Other:
Interventions tried prior to Behavior Support Referral:
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Redirect Verbally: How many times?
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Private Discussion
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Seat Change
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Offered Break
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Other:
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Comments:
Teacher Signature
Behavior Specialist Signature
Left Room
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