Behavior Plans

Tough Cases: Behavior Plans

If a classroom discipline issue continues for more than a month, a formal behavior plan (sometimes called a classroom or student behavior intervention plan) may be called for. It is certainly called for if you are still dealing with unacceptable issues after two months.

Behavior plans for younger students

Signed behavior intervention plans are really for 3rd graders and above. As pointed out below, they should be written in “kid-friendly” language since the student will be signing it…and below 3rd grade, there just aren’t sufficient reading or comprehension skills to understand the significance of a written classroom discipline document…and they may not even be able to print their own name!

For kids in grades K-3, there should still be a discussion with all parties (principal, parents, etc.), there should still be agreement with the student on the plan, and there should be notes taken on what the adults agreed to…but having the child sign the document is an unnecessary step.

TIP: The sample form below can still be used for documenting the plan.

The adults, on the other hand, can certainly sign the document…in particular, having the parents sign to reinforce their role is often very desirable.

Keep it's a psychological contract, not a legal one

Keep it simple…it’s a psychological contract, not a legal one

Gaining Agreement from Key Players

A behavior plan is a way to ensure that all key players (teacher, administration, parents) are following a consistent, mutually reinforcing classroom discipline plan and it includes expectations and consequences for specific behaviors.

It also signals to the parents and the student that you are taking the issue very seriously – if they have any lingering doubts in that regard. The plan goes into the student’s file so that everyone can know what was tried in the past if further steps must be taken, or if issues requiring classroom interventions occur again in following years.

Usually, everyone with a role to play, including the student, signs the behavior plan to acknowledge that they understand it.

Plans are very individual in content, but some districts have a template. Here’s a sample blank template that is typical (opens as a PDF document, which requires a free PDF reader, such as Adobe Acrobat ).

Here is the same form filled out as an example of a solid plan in kid-friendly language.

If you would like to download this plan so you can edit it in Microsoft Word, click here.

Note: The document is embedded in a Zip file. If your computer does not automatically open the folder, download the Zip file then unzip or double-click it to gain access.

If you search for classroom discipline behavior plans online, you’ll find plenty of other samples. Beware of complexity, though – there is a tendency to make behavior plans wordy and confusing. If you end up with something that looks as confusing as an insurance policy and includes lots of technical terms, no one will ever read it again, no matter how much work you put into it.

Here are some things to keep in mind:

  • The plan should be written in child-friendly language so that the student can understand exactly what is expected. This is not a legal contract of some sort so it does not have to sound legalistic or be wordy to get the point across.
  • The plan should not be overly long. Focus on the critical behaviors that need to get under control in one page.
  • On the other hand, the plan should be specific so that the student can understand the connection between actions and consequences.
  • The plan should be enforceable.

Effective and enforceable phrasing

Let’s examine that last point more closely since it is so important and is often the part that is done incorrectly. Here is a statement that seems fine on the surface, but is not well-considered:

If LaShonda is rude to the lunchroom staff or servers, she will stand on the wall during recess.

This statement raises these questions:

  • Who is monitoring LaShonda in the lunchroom?
  • Is that person part of this behavior intervention plan process?
  • Who is making sure LaShonda sits against the wall during recess? The recess aides?
  • Are the recess aides part of this process so that they understand their roles?
  • Are they capable of consistently carrying out this consequence?

It is not the mere existence of a classroom discipline or behavior plan that will change LaShonda’s conduct (that’s the “gosh I hope this works method”); it is the consistently carried out details of the plan that will create the impact on the behavior. So make the details doable, like this:

If the lunchroom staff reports to the office that LaShonda is being rude, the principal will arrange for her to miss lunch recess.

See the difference? The players who are already monitoring and interacting with LaShonda are identified as being the key decision makers…and we know that they are already prepared to fulfill this role since they have been doing it in the past.

And instead of relying on the recess aides to add this duty to everything else they are monitoring, LaShonda won’t even get to leave the building – which adds a bit more “teeth” to the consequence as well.

Also, the office has some flexibility about how they carry out the consequence – they may keep her in the office or they may send her to a classroom to be monitored. This flexibility is important in a busy office at a busy time of day.

TIP: Kids are good at figuring out weak spots and loopholes. Don’t create plan that is weak right from the start and goes downhill from there since it is too difficult to administer.

The final classroom behavior plan pointer: You make it work

Don’t just file the plan and hope for the best. Use it as the tool it is intended to be to impact classroom discipline. Pull it out at parent conferences, bring it to child study team meetings, go over it with the student and ask how she thinks she is doing with her classroom behavior management.

Don’t be surprised if the parties who signed the plan – including your building administrators and staff – have to be constantly reminded of their agreement.