BEHAVIORAL INTERVENTION PLAN

Jordan LittleForest View Elementary – 5th Grade

CLASSROOM MANAGEMENT

•Established from Day One

•Stand your ground

Authority

•Rules, expectations, procedures

•Students thrive from consistency

Consistency

•Make them clear

•Consequences & Rewards relevant

Expectations

CLASSROOM COMMUNITY

Students work together to meet a common goal (s)

Students identify with each other under a common classification: Phoenix Team, Dragon Team, Miss Little’s Polar Bears

Morning Meetings Compliments Projects that highlight various cultural

backgrounds present in classroom

STUDENT PROFILE

5th grade, 11 years old,

female

Student at Forest View

since 3rd grade

Parents separated, older sister, few “close,

true” friends in class

Will most likely move on to

the 6th grade

STUDENT’S STRENGTHS & NEEDS

Strengths Chooses appropriate “just right books” and

reads them regularly for enjoyment Eager to please

Needs Misses various social cues Invades personal space of other students Calls out regularly in class Seeks peer approval and attention

DATA COLLECTION

When not called on, student blurts out her answer Hums and sings during class work, unaware she is

disturbing others Seeks attention from others, but when she gets it she

causes a scene: tell them to stop looking at me, he’s saying things to me across the room, etc.

When she is reminded of her checklist she adjusts her behavior and is more attentive

If not checked on regularly during independent activities, she will remain off task until she is redirected: doodling, coloring, writing notes, messing around with computer keyboard, wandering around the room

DATA COLLECTION

DATA COLLECTION: EXAMPLES

When other students enter the classroom and do not shut the door, she takes it upon herself to get out of her seat and shut the door

If she is not called on, she will get out of her seat, walk up to the front, left side of the room and interrupt or jump up and down until she is called on

Calls out to any faculty that enter the room: “Hi Mrs. Sledge!,” “Mr. Clay!,” “Miss Irvin!”

Scoots her desk up to the window by the door and waves at anyone passing by, and sometimes attempts to call out to them

Calls out to any student looking at her: “Rudy’s looking at me!” “Why is everyone turned around?” “Rudy, no one cares about that!” “You’re stupid!”

She skips around the classroom She falls out of her chair on a daily basis

DEVELOP & IMPLEMENT B.I.P.

Daily

• Completes one chart per week

• Each day is a new day

Hourly

• Check mark or “x” for each hour

• Student is held accountable, keeps track of chart

Behavior Support

• Daily & Weekly rewards

• Student suggests rewards

MONITOR PROGRESS & EFFECTIVENESS

I collected anecdotal notes on a regular basis regarding abnormal student behavior

Along with the notes, I kept track of reinforcement administered

Because we worked on one specific skill at a time, we were able to isolate the behaviors and make improvements

Daily “rewards” reinforced desired behavior

Working towards an attainable goal made it relevant to the student

WEEKLY CHECKLIST

This particular checklist is incomplete due to a suspension earlier in the week. You can see a few “x” have already been placed in the according time slots. She was only present for half a day and the transition back to the classroom seemed to be a bit much for her. As you can see, Mr. Schutte, the principal intern, has already blocked out a section of Friday to meet with her. She would get an “x” for calling out in class and being out of her seat for this checklist.

REFLECTION

There are ways to reach all students Learn about their individual interests Involve the student in the process There are ways to encourage desired behavior

other than punishment Giving students “jobs” can help keep them on

task and/or prevent them from distracting other students; it also gives them ownership in the classroom: line leader, hanging artwork in the hallway, straightening up cubbies, sorting the classroom library

TECHNOLOGY: WEBSITES & RESOURCES

Disruptive Behavior in the Classroomhttp://classroom-issues.suite101.com/article.cfm/extreme_behavior_in_the_classroom

How do you deal with disruptive behavior in the classroom? (Blog)http://content.scholastic.com/browse/article.jsp?id=4292&sa_campaign=interna

Behavior Management Resourceshttp://www.teachervision.fen.com/classroom-discipline/resource/5806.html

Create Rules and Contracts for Disruptive Behaviorhttp://middlehighschool.suite101.com/article.cfm/create_rules_contracts_for_disruptive_behavior