Overview

 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

 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

 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.

 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.

 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 teacher form to to schedule an observation.  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 1 st section before the team is called to work with the student

Student Request for Support Student Name: _________ Date:______ Issue or Incident: Things I need to do to: ________________________________________________________________________________ 4.__________ If I am having difficulty, I will: I agree to try my best! Student SignatureBehavior Support Staff

San Antonio ISD Behavior Support Request Student Name: _________________________ Requesting Teacher: Date: Class Period/Subject: Time: Please check the presenting behavior(s) as identified on Behavior Intervention Plan (BIP): Talking OutStudent RequestOut of Seat Disruptive Left Room ProfanityUncooperativeSleeping Other: Interventions tried prior to Behavior Support Referral:  Redirect Verbally: How many times?  Private Discussion  Seat Change  Offered Break  Other:  Comments: Teacher SignatureBehavior Specialist Signature