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- AESOP/ My Learning Plan
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- Aggressive and/or Bullying
- Anxiety
- Confrontational / Defensive
- Defiant
- Disorganized
- Disrespectful
- Disruptive
- Failing To Turn In Work
- Frustration
- Hyperactivity
- Impulsive
- Inappropriate Language
- Lack of Participation
- Lack of Responsibility
- Lack of Social Skills
- Low/No Work Completion
- Lying/Cheating
- Name Calling
- Negative Attitude
- Off-Task Disruptive
- Off-Task Non-Disruptive
- Out of Seat
- Poor Coping Skills
- Poor Peer Relationships
- Poor Self Esteem
- Rushing Through Work
- Sadness / Depression
- Somatic Complaints
- Stealing
- Tantrums / Out of Control
- Tardiness
- Unable to Work Independently
- Unfocused / Inattentive
- Unmotivated
- Upset / Crying
- Other
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- Tier 1 Interventions - by Type
- Break; moving position in class
- Have student take frequent breaks; do errand; or active job
- Send student on errand
- Snack break
- Take a break
- Avoid power struggles
- Call parent or note home
- Card Flip
- Clear; consistent; and predictable consequences
- Do unfinished work during recess or unstructured time
- Have student say a nice thing to the student they called a name
- Logical consequence
- Natural consequences
- Office referral
- Reflection sheet
- Speak in calm and neutral tone
- Take away privileges
- Take away unstructured or free time
- Acknowledging positive behavior
- Praise student frequently
- Praise when cooperative and well behave
- Praise when good attitude and involvement occur
- Praise when on task
- Rewards and praise
- Call parent or positive note home
- Simple reward system
- Alternate Seating In Own Space
- Alternative modes of completing assignments
- Assign a buddy or partner
- Assign a classroom job
- Break down assignment
- Break down directions
- Call on student frequently
- Clear and concise directions
- Color coded folders
- Count to 10
- Daily planner
- Deep breathing
- Draw a picture or write in a journal
- Encourage interaction with a more self confident student
- Engage student
- Explain assignment
- Explain directions
- Frequent eye contact
- Frequent home contact
- Give choices
- Have student repeat directions back
- Headphones
- Helping Students With Home Work
- Help student start assignment
- Ignore
- Individual work space
- Listen to music
- Model appropriate language
- More structured routine
- Move to a new location in the classroom
- Non verbal cues
- Organize materials daily
- Pause before giving a direction
- Provide a container for the student's belongings
- Proximity to students
- Reassurance
- Redirection
- Reduce assignment
- Reflective listening
- Review PBS expectations and rules
- Speak with student in hallway
- Stand while working
- Start Commands
- STOP WALK TALK strategy
- Stress ball or fidget
- Talk one on one with student
- Talk Ticket
- Talk to parent
- Teach conflict resolution skills
- Teach coping skills
- Teach organizational skills
- Teach relationship skills
- Teach relaxation techniques
- Teach social skills
- Teach substitute words
- Touch base with student
- Touch student on shoulder
- Turn desk around
- Use calm neutral tone
- Use seating disk
- Use timer
- Velcro on the desk
- Visual schedule
- Remove from room
- Peconic Teacher Center
- Office 365
- IEP Direct
- Field Trips
- Employee Assistance Program
- eSchool Data
- Clever
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- Academic Intervention Services (A.I.S.)
- Athletics
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- Community Service
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- District Plan for Special Education
- District Wide Safety Plan
- Home Schooling
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- Professional Development Plan
- Remote Schedule
- Tablet Initiative
- Technology Plan
- Textbooks & Programs
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