Students with Behavior Problems: Looking For Clues
By
Bonnie Grimm, Mike White & Jodi Stephens
Princeton City Schools
We were working with a group of fourth grade teachers, reviewing student work. The math
problem their students just completed was:
Heidi and James each have a bottle of juice that is the same size. Heidi drank ¼ of
her juice. James drank 1/3 of his juice.
Who drank more juice?
Use pictures, words or numbers to show how you know.
The teachers got excited when they came upon Dana’s response:
Heidi drank more juice because 4 is bigger than 3.
Not being Ninjas at number sense, we were surprised by their enthusiasm. After all, wasn’t this the
wrong answer and an indictment of their teaching prowess? “No”, they explained! Dana’s answer was
not a mistake, but an opportunity for teaching and learning. This would be the jumping off point for a
magical discussion of the important difference between whole numbers and fraction. The joy of this
scene was their excitement in discovering Dana’s response and figuring out how to correct her thinking
and improve their teaching. Dana’s performance gave information or “clues” as to what their first step
should be to provide Dana with the instruction she needed to master fraction concepts.
That same afternoon we had very different experience with Dana and her teachers. She pushed another
student while in the lunch line and called her a name. This response wasn’t greeted with the same level
of enthusiasm as her fraction faux pas. No opportunity for teaching and learning. No joy. No magic.
Dana’s mother was called and Dana was sent home.
Teachers are very comfortable providing interventions for academics. They routinely look for what is
missing or “clues” and proceed in a logical sequence, providing additional opportunities for practice and
instruction. Most teachers see academic deficits and mistakes as a part of their students, and therefore
a part of their day. Academic mistakes are simply speed bumps on the road to learning and provide
clues to appropriate interventions.
Today, teachers select from a menu of options when facing an academic problem. These options are
often referred to as tiers. When Dana makes her math mistake, teachers will move to one of the
following tiers:
Tier 1 – Her classroom teacher could provide the entire class with models of fractions. Students could
build models with 3rds and 4ths and note the difference in number needed. They could also create their
own rule of observation about number size and piece size.
Still not there? Tier 2 interventions could kick in and Dana could work in a small group where she would
be provided direct instruction with opportunities to practice on fractions and number sense using
manipulative.
Need more? Dana could be moved to Tier 3. Here she might receive one on one instruction. An adult
could observe her complete an activity while watching for clues and then model, instruct and reteach as
needed.
When Dana loses her temper she also hits a speed bump. Our goal should be the same as if it were an
academic problem. Not to send her home, but to look for clues and help her develop this skill as part of
the educational process.
Behavior problems may be more difficult to analyze then academic problems -at first. The clues or
missing skills are not as obvious as they are with academic problems. Dana’s teachers need more
information as to why Dana chooses negative actions as a way to interact with peers and adults.
Even Dana may not be sure why she hit someone. The staff needs to determine the function of the
behavior so an intervention that will address that behavior is used. Just like the fractions, everyone
needs to determine what part of this behavior is a problem and practice that part. The same best
practice approach of direct instruction with opportunities for practice is needed.
Here is a modest suggestion for a tiered approach and a new attitude toward Dana’s behavior.
Tier 1, all students in the class could be given direct instruction and modeling about acceptable
behaviors and school procedures.
Students who misbehave could be given an opportunity to search for clues using a graphic organizer
called “think and write.” This process would require student and teacher to describe the behavior,
reflect on why it occurred and come up with a plan for handling the situation in the future.
Think and Write
Name:
Grade:
Location:
Date:
Teacher’s Name:
Time:
1. (Circle one) Today, I did not think or act:
respectfully
responsibly
2. Today, the school expectation I didn’t follow was:
3. The reason I didn’t follow the rule was (both student and teacher answer)*
4. Our plan to do better I (both student and teacher develop this):
Student signature:
Parent signature:
Teacher signature:
(White copy -Student; Yellow copy-Office; Pink copy-Teacher)
*Behavior Clues—Was the reason one of these?
_____ Obtain peer attention
_____ Obtain adult attention
_____ Obtain items/activities
_____ Avoid items/tasks/activities
_____ Avoid peers
_____ Avoid adults
_____ Other Motivation
_____ Unknown Motivation
Tier 2 interventions might include a social skill group. Here, Dana, along with a small group of other
students, would practice having needs met using appropriate actions and words. They could also be
given an opportunity to role play and receive praise when appropriate behavior was observed.
Still having difficulty? Maybe have Dana “check in check out.” She could meet briefly with a teacher,
secretary or building volunteer a few times per day. She could develop a relationship with one person
and problem solve daily and work through ways to handle challenges. Dana might also be put on an
individual behavior / incentive plan.
What happens if Dana’s behavior escalates or continues? When student’s behavior presents a threat to
her or to the class or disrupts in a way that removal is needed? Often the challenge when removing a
student is where do they go and what do they do? In addition to allowing the general education
classroom to continue, how can this support a positive change for the student? We want to plan for
success.
Here is a suggested Tier 3 intervention.


First, identify staff members with flexibility to be on call.
Second, a system of calling and guidelines for removal. See model below.
Student Management Plan: Tier III Intervention
This is a building wide plan to address students whose behavior require immediate removal from the class or who have left the
class without permission and need to be relocated to a supervised area.
Examples of behaviors that would need to be addressed:
1
Leave classroom without permission
2
Aggressive behavior (verbal or physical) toward staff or students
3
Refusal or non-compliance that results in a disruption to the learning environment that prevents students
learning.
4
5
6
Procedure for removal and return:
Teacher will call office and let Pam, Donna, or Mary know that they need assistance with a student: “Please send
1
assistance to room # ________” or “This is (identify self) and (student’s name) has left the classroom without
permission.”
2
Office staff will notify person/persons in order who are responsible for collection and time out that day and notify
person responsible to report to location.
3
Designated crisis staff member will pick up student and escort them to time out location where they will remain until
able to return to class. Time out of class will be documented on a form to be sent home and copy kept in homeroom.
(Note: Form will be located on I drive) Student work/materials by grade level will be located on shelf in hallway.
Student will sit in time out and/or complete tasks provided in alternate location.
4
5
Student will be returned to class by designated staff and form that records absence from class and reason will be
placed in box of homeroom teacher. Student and teacher will complete a Think and Write.
Staff on Crisis Team designated to take students when removed from class. Staff is responsible in order presented in chart.
Multiple people are listed in case one or another is absent or is currently handling another issue. This also allows for more
than one adult if multiple adults are required.
Days of
Week
Monday
Tuesday
Wednesday
Thursday
Friday
1. Mrs. Alles
1. Dr. Stevens
1. Mr. Spencer
1. Mrs. Feder
1. Dr. White
2. Mr. Spencer
2. Mrs. Feder
2. Mr. Collopy
2. Dr. White
2. Mr. Spencer
3. Mr. Collopy
3. Mr. Spencer
3. Mrs. Bonno
3. Mr. Spencer
3. Mr. Collopy