The purpose of this action research project report was to decrease off-task behavior through a dot/point reward system and portfolio reflections. Students involved in this research were in second, fifth, and sixth grade. There were a total of 85 student participants and 35 teacher participants. The dates of this research began on September 4, 2007 and ended on December 15, 2007. There were seven specific off-task behaviors that helped define the problem. These behaviors included daydreaming, talking out of turn, touching others, fidgeting with objects, out of seat at inappropriate times, putting heads down on desks, and putting the safety of others at risk. The three tools that were chosen to document evidence of the problem were an observation checklist, a student survey and a teacher survey. In regards to pre-documentation, the researchers found that off-task behaviors were occurring in the classroom through the observation checklist. By administering the student survey during pre-documentation, the researchers concluded that some students were not aware that their behaviors and how it was affecting their work and performance. Through the teacher survey, the researchers concluded that they, too, found off-task behavior to be occurring in their classrooms regularly. Overall, the researchers added that organization largely affects the students' off-task behaviors. As a means to decrease the chosen seven off-task behaviors, the researchers implemented a dot/point reward system and a portfolio reflection. Each week, a student received a dot chart. The student would receive a "dot" on their chart if they chose to engage in any of the targeted off-task behaviors. At the end of each week, the student would receive a reward or consequence based on the number of dots received. After the students earned their reward or consequence, they were to complete a portfolio reflection. Each student was required to analyze their dot chart in comparison with piece of work that was completed in class that week. The students were required to find a correlation between their behavior and the success or failure of the selected assignment. In the end, it should be noted that while the researchers did not feel that the study was a complete success, they learned that the interventions can be easily used and be very successful if used on an as needed, individual basis with selected students. Upon completion of the study talking out of turn was reduced by 19%. Also, while the seven behaviors that were targeted did occur frequently, the researchers felt that some of them could have been replaced. Other off-task behaviors that were not addressed could have been substituted. It should also be noted that the researchers felt that when these interventions are used in the future, they have the potential to be more successful given a longer period of time for completion. Seven appendixes include: (1) Student Survey; (2) Teacher Survey; (3) Observation Checklist; (4) Dot Chart; (5) Portfolio Reflection Sheet; (6) Portfolio Requirements; and (7) Photos of Intervention. (Contains 7 tables and 17 graphs.) [Master of Arts Action Research Project, Field-Based Master's Program, Saint Xavier University & Pearson Achievement Solutions, Inc.]