Free Behavioral Improvement Plan for Students

Student Information

• Name: Charley Stokes

• Grade: 5th Grade

• Date: August 10, 2054

• School Year: 2054-2055

Behavioral Concerns

Behavior(s) of Concern

The student has been frequently interrupting the class during lessons, calling out answers without raising their hand, and engaging in side conversations with peers. Additionally, the student has been observed to become frustrated quickly when tasks become challenging, leading to disengagement and occasional defiance.

The objective of the Plan

The objective is to reduce disruptions during lessons, improve attention and focus, and encourage respectful interactions with peers and teachers. The goal is to support the student in developing positive social and academic behaviors to enhance their learning experience and classroom environment.

Behavioral Goals:

• Goal 1: The student will raise their hand and wait to be called on before speaking during class discussions at least 80% of the time over the next month.

• Goal 2: The student will stay on task and complete assignments within the given time frame with minimal prompting at least 75% of the time.

• Goal 3: The student will demonstrate improved emotional regulation by using a calm-down strategy when feeling frustrated, with assistance from the teacher, in 7 out of 10 instances.

Interventions and Strategies

Positive Reinforcement

• The student will receive immediate positive reinforcement for raising their hand before speaking, staying on task, and using calm-down strategies. This may include verbal praise, earning points toward a preferred activity, or a sticker chart leading to a reward.

• Weekly rewards for meeting behavioral goals may include extra recess time, a homework pass, or a small classroom privilege (e.g., choosing the next class activity).

Behavioral Monitoring

• The student's behavior will be tracked on a daily basis using a behavior chart that records instances of positive and disruptive behaviors. The chart will be shared with the student's parents every week to ensure consistency and involvement at home.

• The teacher will provide weekly updates to the student's parents via email or phone call to discuss progress and any adjustments needed.

Behavioral Modification Techniques

• Prompting and Modeling: The teacher will provide verbal reminders at the beginning of each class about raising their hand and staying on task. The teacher will model appropriate behaviors when necessary.

• Cueing: Visual cues, such as a hand signal, will be used to remind the student when they are speaking out of turn or becoming distracted.

Social Skills Training

• The student will participate in weekly small group sessions with the school counselor to work on conflict resolution, communication skills, and learning how to express frustration appropriately.

• Role-playing exercises will be used to practice these skills in real-life scenarios, such as asking a peer to join a group or expressing a disagreement respectfully.

Restorative Practices

If the student engages in behavior that affects their peers, such as interrupting a classmate, they will be encouraged to participate in a restorative conversation to understand how their actions impacted others and work toward repairing any harm.

Time-Out or Cool-Down Period

If the student becomes visibly frustrated or begins to exhibit disruptive behavior, they will be given a 5-minute cool-down period. This break will take place in a designated area of the classroom or a quiet space. During this time, the student will reflect on their actions and practice breathing exercises.

Roles and Responsibilities

Teacher’s Role

The teacher will implement the strategies consistently, provide daily behavior charts, offer positive reinforcement for meeting goals, and provide timely feedback to both the student and their parents.

Student’s Role

The student is expected to follow the behavior expectations outlined in the plan, actively participate in social skills sessions, and use the calm-down strategies when needed.

Parent/Guardian’s Role

The parents are responsible for reinforcing the behavioral goals at home, encouraging the students to reflect on their progress, and maintaining open communication with the teacher.

Support Staff’s Role

The school counselor will conduct weekly social skills sessions and provide additional support to the student when needed, particularly in managing emotions and developing communication strategies.

Monitoring and Review

Review Schedule

The plan will be reviewed after 2 weeks to assess initial progress and make any necessary adjustments. A more formal review will take place at the end of the month, with input from the teacher, counselor, and parents.

Criteria for Success

The student will demonstrate at least 80% success in raising their hand before speaking, staying on task with minimal reminders, and using the calm-down strategy when frustrated. Success will be based on consistent tracking of their behavior through the behavior chart and observations.

Consequences for Not Meeting Expectations

If the student does not meet the behavioral expectations outlined in the plan, the following consequences will be implemented:

• A brief loss of classroom privileges, such as a timeout from preferred activities (e.g., choosing the next classroom task or recess), followed by a restorative conversation to reflect on their behavior.

Acknowledgment and Signatures

By signing below, all parties involved acknowledge the contents of this Behavioral Improvement Plan and agree to the strategies, goals, and responsibilities outlined in the plan.

• Student's Signature:                               
  Date:                               

• Parent/Guardian's Signature:                               
  Date:                               

• Teacher's Signature:                               
  Date:                               

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