Behavior Intervention Plans, Contracts & Check Sheet

Basis for BIP

• Data collection (staff observations, interviews, incident records, attendance patterns).
• Review of academic engagement and classroom performance.
• Behavior incident logs (skipping, tardies/absences, disruption, verbal abuse, property damage).

Problem Behavior Impeding Learning

• Leaving class / skipping: Leaves class or designated area without permission, often with peers instead of attending instruction.
• Tardy / absent from class: Frequently arrives late or does not arrive to class while present on campus.
• Disruption / defiance: Calling out, arguing, refusing to follow directions, and drawing peers off‑task.
• Verbal abuse: Using profanity/hurtful language toward staff or students when redirected or frustrated.
• Property damage / graffiti: Participating in graffiti or damaging school property.

FERB & Key Strategies (Summary)

• Teach Walter to ask for a break or help instead of leaving.
• Provide calm corner and short movement breaks inside class.
• Use consistent check‑in/check‑out and weekly point system with small rewards.

Student Behavior Contract (Walter)

Why we are making this contract: concerns with skipping, tardies, disruption, verbal abuse, and property damage. Before considering changes like a minimum schedule, we are agreeing on this plan to help Walter stay successful in school.

Goals (4 weeks)

• Stay in class the entire period unless using agreed break signal with permission.
• Use school language with staff and peers (no cussing/threats).
• Follow directions the first time whenever possible or ask respectfully for help.
• Protect school property (no tagging or damage).

Slack Behavior Intervention Notes (this week)

Signatures

Student – Walter: ________________________    Date: __________

Parent/Guardian: ________________________    Date: __________

Case Manager (Aris Tunson): ________________________    Admin/Counselor: ________________________

Problem Behavior (Summary)

• Skipping/roaming campus, tardies/absences while on campus.
• Disruption and defiance (walking in circles, loudly hitting doors, ignoring directions).
• Trespassing/bathroom issues and property damage (graffiti) with peers.

Function & Replacement Behaviors

• Primary functions: escape class demands and peer attention/connection.
• Teach Hector to ask for a break or check‑in, use a planned calm space, and take approved movement roles instead of roaming.

Student Behavior Contract (Hector)

Goals (4 weeks)

• Be on time and check in each class.
• Stay in class or use break plan instead of skipping.
• Use safe spaces (calm corner/support room) instead of bathrooms/blacktop.
• Protect school property (no tagging or damage).

Slack Behavior Intervention Notes (this week)

Signatures

Student – Hector: ________________________    Date: __________

Parent/Guardian: ________________________    Date: __________

Case Manager (Aris Tunson): ________________________    Admin/Counselor: ________________________

Problem Behavior (Summary)

• Classroom disruption and arguing during directions.
• Ongoing peer conflict and drama (e.g., with Ale and others).
• Verbal abuse/profanity toward staff and sometimes peers.
• Refusal to follow phone expectations and leaving early without permission.

Function & Replacement Behaviors

• Functions: attention, escape/avoidance, and emotional regulation.
• Teach Ty'auna to ask for space/support, use “I” statements, and follow a clear phone plan.

Student Behavior Contract (Ty'auna)

Goals (4 weeks)

• Use school language (no cussing/name‑calling).
• Follow phone plan for each class.
• Handle conflict safely by asking for a break/adult instead of arguing or walking out.
• Stay until dismissal unless given permission to leave.

Slack Behavior Intervention Notes (this week)

Signatures

Student – Ty'auna: ________________________    Date: __________

Parent/Guardian: ________________________    Date: __________

Case Manager (Aris Tunson): ________________________    Admin/Counselor: ________________________

Problem Behavior (Summary)

• Taking others’ belongings (e.g., ball) and not returning when asked.
• Leaving class without permission when upset about fairness/being chosen.
• Emotional escalation (screaming/yelling when redirected).

Function & Replacement Behaviors

• Functions: attention/fairness and escape from big feelings.
• Teach Kierre to use words to ask for turns, return items, and use a break signal instead of leaving/screaming.

Student Behavior Contract (Kierre)

Goals (4 weeks)

• Stay in class and use break plan with permission.
• Use calm words when upset instead of screaming.
• Respect materials and return equipment when asked.

Slack Behavior Intervention Notes (this week)

Signatures

Student – Kierre: ________________________    Date: __________

Parent/Guardian: ________________________    Date: __________

Case Manager (Aris Tunson): ________________________    Admin/Counselor: ________________________