Behavior Flowchart CASE STUDY

Add your own theme, school colors, Materials One per staff: Behavior Flowchart ODR Form Minor Behavior Tracking Form Reflection Sheet (...or other documents that are part of your minor/classroom managed side of the flowchart) Pen Add your own theme, school colors, and mascot images

Agenda Identify the behaviors that are minor/staff managed and those that are major/office managed. Investigate the procedures/interventions when minor behaviors happen. Investigate the procedures/interventions when major behaviors occur. Complete all the Accountability System forms correctly.

Insert a .jpg of your Behavior Flowchart Provide a poster size Behavior Flowchart for every classroom and the office

Case Study 1 On Monday, Little Johnny is calling out while in a math lesson. Twenty minutes later he is calling out again searching through his backpack. Wednesday, he is calling out while he is supposed to be working in a group. Later on that period, he is calling out while he is supposed to be doing independent reading. Friday, he is calling out talking to his friends. Based on our Behavior Flowchart: What should we do? What should we say?

Team of 3-5 Follow your school’s Behavior Flowchart and discuss how you would intervene with each behavior in Case Study 1. Reconvene as a group and discuss the correct response.

Case Study 1 Correct Answer On Monday, Little Johnny is calling out while in a math lesson. (Redirect) Twenty minutes later he is calling out again searching through his backpack. (Intervention 1 – teach and reteach /document minor behavior) Wednesday, he is calling out while he is supposed to be working in a group. (Intervention 2 – teach and reteach / buddy classroom with reflection sheet / document minor behavior) Later on that period, he is calling out while he is supposed to be doing independent reading. (Intervention 3 – teach and reteach / make home contact / document minor behavior) Friday, he is calling out talking to his friends. (Write ODR / attach minor behavior form / call office to inform that student is coming up) Change this to the correct answers based on your Behavior Flowchart

Case Study 2 On Monday, Travis is tardy to class. Twenty minutes later he is non- compliant. Wednesday, he is tardy to class again. Later on that period, he is not in dress code. Friday, he is tardy again to your class. You are starting to wonder if it might be you. The following Tuesday, he is tardy again. What would you do? What would you say?

Team of 3-5 Follow your school’s Behavior Flowchart and discuss how you would intervene with each behavior in Case Study 3. Reconvene as a group and discuss the correct response.

Case Study 2 Correct Answer On Monday, Travis is tardy to class. (Re-direct) Twenty minutes later he is non-compliant. (Re-direct) Wednesday, he is tardy to class again. (Intervention 1 – teach & reteach / document minor behavior) Later on that period, he is not in dress code. (Re-direct) Friday, he is tardy again to your class. You are starting to wonder if it might be you. (Intervention 2 – teach & reteach / buddy reflection / document minor behavior) The following Tuesday, he is tardy again. (Re-direct, because it is a new week) Change this to the correct answers based on your Behavior Flowchart

Case Study 3 On Monday, Susie is poking a friend in the head. Twenty minutes later she is using inappropriate language. Wednesday, she is throwing a pencil across the room. Later on that period, she is kicking a friend’s desk. Friday, she is listening to her i-pod while you are teaching. Later in the day, she calls another student a bad name. (Highlight the different expectations not being met by Susie.) Based on our Behavior Flowchart: What should we do? What should we say?

Team of 3-5 Follow your school’s Behavior Flowchart and discuss how you would intervene with each behavior in Case Study 2. Reconvene as a group and discuss the correct response.

Case Study 3 Correct Answer On Monday, Susie is poking a friend in the head. (Re-direct) Twenty minutes later she is using inappropriate language. (Re-direct) Wednesday, she is throwing a pencil across the room. (Intervention 1 – teach & reteach / document minor behavior) Later on that period, she is kicking a friend’s desk. (Intervention 2 – teach & reteach / buddy reflection / document minor behavior) Friday, she is listening to her i-pod while you are teaching. (Re-direct) Later in the day, she calls another student a bad name. (Intervention 1 for inappropriate language – teach & reteach / document minor behavior) Change this to the correct answers based on your Behavior Flowchart

Case Study 4 On Monday, Cindy is pinching Jose. Twenty minutes later Cindy is off- task. Wednesday, Cindy is not following adult directions. Later on that period, she punches Kathy in the face. Friday, she is off-task again. What would you do? What would you say?

Team of 3-5 Follow your school’s Behavior Flowchart and discuss how you would intervene with each behavior in Case Study 4. Reconvene as a group and discuss the correct response.

Case Study 4 Correct Answer On Monday, Cindy is pinching Jose. (Re-direct) Twenty minutes later Cindy is off-task. (Re-direct) Wednesday, Cindy is not following adult directions. (Re-direct) Later on that period, she punches Kathy in the face. (Office managed – fill out an ODR form / call the office to let them know student is on the way.) Friday, she is off-task again. (Intervention 1 – teach & reteach / document minor behavior) Change this to the correct answers based on your Behavior Flowchart

Evaluation What behavior that are minor/staff managed? Which are major/office managed? What are the procedures/interventions when minor behaviors happen? What are the procedures/interventions when major behaviors occur? Where are all the forms? Where do all the form go after you fill them out?