Behavior Intervention Plan

Basis for BIP

This Behavior Intervention Plan is based on:

• Behavior incident logs including skipping, tardies/absences, trespassing, disruption, defiance, and property damage.
• Staff observations and written reports from multiple teachers and support staff.
• Review of attendance patterns and academic engagement.

Problem Behavior Impeding Learning

Operational definition

• Skipping / leaving class: Leaves class or does not arrive, even while on campus (e.g., on blacktop, roaming campus, off campus with peers).
• Tardy / absent from class: Frequently missing at the start of period or not in class when attendance is taken.
• Disruption / defiance: Walking in circles in hallways, loudly hitting classroom doors, ignoring directions, and drawing peers off‑task.
• Trespassing / bathroom issues: Hanging out in restrooms or other spaces with groups of peers instead of going to class.
• Property damage: Participating in graffiti and damage in bathrooms with peers.

These behaviors interfere with Hector’s learning (missed instruction, incomplete work) and disrupt learning environments for peers.

Frequency / Intensity / Duration (summary)

• Frequency: Multiple incidents across several days/weeks, often in clusters with Walter and other peers.
• Intensity: Moderate to high; includes leaving campus, property damage, and repeated disruption requiring adult intervention.
• Duration: Episodes can last from several minutes to most of a class period, with repeated re‑occurrence across the day.

Reported / observed by: Classroom teachers, support staff, yard/campus supervisors, and case manager (e.g., Aninon, Gutierrez, Evans, De Anda, Horan, Subrata, Godinez, Tunson, others).

Prevention, Part I – Environmental Factors and Changes

Antecedents (where/when behavior is likely)

• Start of periods and transitions between classes, especially when arriving to math/PE or Tunson’s class.
• Less structured times: hallways, restrooms, blacktop, edges of campus.
• When peers (including Walter and others) are also disengaged or roaming.
• When Hector feels called out, corrected in front of peers, or is asked to give up his phone.

Environmental structure & supports

• Clear, posted classroom expectations with specific examples of “in class vs. skipping”.
• Visual schedule / “Now–Next” at the start of class and again after transitions.
• Assigned check‑in spot at the beginning of the day and before key classes.
• Pre‑arranged calm corner or seat where he can go inside the classroom instead of halls/bathrooms.
• Agreement with Hector about appropriate times/places for phone use (if allowed) and consistent enforcement.

Analysis, Part II – Functional Factors

The team believes Hector’s behavior occurs primarily because of:

• Escape: Avoiding class demands, expectations, or uncomfortable interactions by leaving or not going to class.
• Attention / peer connection: Spending time with peers in halls, bathrooms, or blacktop; gaining status and attention through group roaming or graffiti.
• Tangible (secondary): Access to phone, unstructured time, and freedom of movement instead of classroom work.

FERB, Part III – Functionally Equivalent Replacement Behaviors

Replacement behaviors (what Hector should do instead)

• Ask for a break or check‑in with an agreed‑upon signal instead of walking out or skipping.
• Use a planned calm space (inside class or a designated support room) instead of bathrooms or blacktop.
• Use appropriate movement roles (helper jobs, errands with passes) instead of roaming without permission.

Teaching strategies / curriculum / materials

• Teach and practice how to request a break or help before leaving class.
• Role‑play alternative responses when frustrated: “Can I take a quick break?” instead of walking out.
• Use a simple daily check‑in/check‑out form tracking “on time”, “in class all period”, and “used break appropriately”.

Reinforcement procedures

• Establishing: Immediate praise and small rewards when Hector arrives on time, stays in class, or uses the break system.
• Maintaining: Weekly point system tied to privileges (preferred activities, trusted jobs, positive calls home).
• Generalizing: Consistent language and expectations across classes (same break signal, similar calm corner rules).

Response to Problem Behavior, Part IV – Strategies

Early escalation – student behaviors

• Restlessness, side‑talk with peers about leaving, stalling to enter class, lingering near doors/hallways.

Early escalation – staff response

• Use calm private prompts: “Let’s start here; do you want a 2‑minute break inside or to jump into the first problem together?”
• Offer choices between small chunks of work and support options.
• Remind Hector briefly of his goals and points for on‑time/in‑class behavior.

During problem behavior – student behaviors

• Leaving class, roaming campus, hanging in restroom with peers, hitting doors, ignoring directions.

During problem behavior – staff response

• Prioritize safety; avoid verbal power struggles and chasing.
• Notify office/campus supervisor; document location and peers involved.
• Use brief, neutral directions focused on returning to a safe, supervised space.

De‑escalation – student behaviors

• Returns to supervised area, body calms, less joking or ignoring, more willing to talk.

De‑escalation – staff response

• Provide calm space and choices (sit quietly, short reflection form, then re‑entry).
• Acknowledge any positive steps (returning, calming, speaking respectfully).

Post‑incident – student behaviors

• May joke about incident, blame peers, or minimize impact; may be quiet and withdrawn.

Post‑incident – staff response

• Hold a brief problem‑solving conference once Hector is calm (what happened, who it affected, what to do next time).
• Connect incident to BIP goals and the point system; plan specific replacement behavior to try at the next opportunity.

Slack Behavior Intervention Notes (this week)

• 8:39 AM [Missing / Location]: Missing Hector.
• 8:55 AM [Status]: Cancel — they in class now.
• 12:43 PM [Sent Home]: Sending Hector Home now; therapist checking in.
• 2:38 PM [Missing / PE]: Missing Eduardo, Walter and Hector in PE.

Student Behavior Contract (Hector)

This contract is based on Hector’s Behavior Intervention Plan and recent incident data.

1. Why we are making this contract

Hector is an important part of our school community. Recently, there have been repeated concerns with:

• Skipping and leaving class without permission
• Being tardy or missing from class while on campus
• Disrupting classes (hitting doors, roaming halls, being loud with peers)
• Hanging out in bathrooms/unsupervised areas and participating in graffiti

This contract is to support Hector in staying safe, staying in class, and learning with his peers.

2. My goals

For the next 4 weeks, my goals are:

• Be on time: I will arrive to my classes on time and check in with the teacher.
• Stay in class: I will stay in class the whole period unless I use my break plan and get permission.
• Use safe spaces: I will use the calm corner or approved support room instead of bathrooms or blacktop when I need a break.
• Protect our school: I will not tag or damage school property.

3. Supports I will receive

The school agrees to:

• Give me a clear break signal/card and a place to go in the classroom.
• Provide a designated adult (case manager/teacher) for quick check‑ins during the day.
• Help me plan who I can sit/work near and who I need space from.
• Meet with me at least once per week to review points, talk about patterns, and plan next steps.

4. How my progress will be checked

Each class period, staff will track if I:

• Arrived on time
• Stayed in class
• Used my break plan instead of skipping

My case manager will add up these points weekly and share them with me and my family.

5. Rewards for meeting goals

If I meet my goals (for example, 80% or more of my weekly points):

• Extra time on a preferred activity (allowed Chromebook activity, drawing, game, or music while working).
• Positive calls/messages home about my progress.
• Trusted jobs (helping staff, setting up equipment, assisting with younger students or class tasks).

6. Consequences if I do not follow this contract

If I keep skipping, roaming, or damaging property even with this plan:

• Staff will call home and meet with my family and support team.
• My schedule, where I can go, and who I can be with may change.
• Privileges and passes linked to this contract can be removed.

7. Agreement and signatures

By signing below, we agree to work together to help Hector stay safe, stay in class, and be successful at school.