RavenswoodCitySchool District
Behavior Support Plan

Student __Fernando Banderas__Grade __7th___ Date _10/25/11_____

School _Ronald McNair Academy______BICM_Mark Camellari______

BUILD A COMPETING BEHAVIOR PATHWAY

IDENTIFY INTERVENTION STRATEGIES

Setting Event Strategies / Manipulate Antecedentto prevent problem & prompt alternate/desired behavior / Teach Behavior
Explicitly Teach Alternate & Desired Behaviors / Alter Consequencesto reinforcealternatedesired behavior extinguish negative behavior
Praise expected behaviors
Positive phone call home
Leadership roles
Reward expected behaviors with preferred activities such math computer time or helping Mr. Camilleri pass out breakfast, and ways for Fernando to earn things from the store such as I-Pod shuffle, headphones, I-tunes cards, ext. / Prevent problem behavior
Modify assignments, reading is the hard task.
Alternative warm up. Student excels in Math. Math related Social Science or Science warm up.
Prompt Alternate/Desired Behavior
Model expected/ desired behaviors.
Visual cues
Give Fernando alternatives to unpreferred task such as structured breaks and modified assignments. /

Teach Alternate Behavior

Model Alternative behaviors.
Have Fernando role play alternative behaviors with adults and peers.
Reward alternative behaviors with warrior bucks, leadership roles, and preferred tasks.

Teach Desired Behavior/ Academic/ Social Skills

Attend individual and group counseling.
Model desired behaviors and have Fernando role play desired behaviors with peers and adults.
Have Fernando practice desired behaviors. /

Reinforce Behavior

Acknowledge expected behaviors with one on one positive conversations
Reward expected behaviors with warrior bucks, stamps and encouraging language
Response to Problem Behavior/ Corrective Feedback
Demonstrate and explain what is expected.
Consistent consequences to unexpected behaviors according to progressive discipline chart.
Redirect problem behaviors by prompting alternative behaviors.

BEHAVIOR SUPPORT PLAN

Tasks / Person Responsible / By When / Review Date ______
Was task
Completed consistently? / Evaluation Decision
Monitor, Modify, or
Discontinue
Prevention: Make problem behavior irrelevant (antecedent intervention)
Modify assignments, reading is the hard task.
Alternative warm up. Student excels in Math. Math related Social Science or Science warm up. / Classroom teacher
Teaching: teach new skills/ alternate behavior
Model expected/ desired behaviors.
Visual cues
Give Fernando alternatives to unpreferred task such as structured breaks and modified assignments.
Attend individual and group counseling.
Model desired behaviors and have Fernando role play desired behaviors with peers and adults.
Have Fernando practice desired behaviors. / Classroom teacher
Ms. Crane
Star Vista Counseling/ Fernando
Classroom teachers/ Ms. Crane/ Star Vista Counseling
Classroom teachers/ Ms. Crane/ Star Vista Counseling
Extinction: Make problem behavior ineffective (minimize reward/ pay-off for problem behavior)
Model Alternative behaviors.
Have Fernando role play alternative behaviors with adults and peers.
Reward alternative behaviors with warrior bucks, leadership roles, and preferred tasks. / Classroom teachers/ Ms. Crane/ Star Vista Counseling
Classroom teachers/ Ms. Crane/ Star Vista Counseling
Classroom teachers/ McNair Staff
Reinforcement: Make alternate & desired
Acknowledge expected behaviors with one on one positive conversations
Reward expected behaviors with warrior bucks, stamps and encouraging language / Classroom teachers/ Ms. Crane/ other McNair staff
Classroom teachers/ Ms. Crane/ other McNair Staff
Responding to Problem Behavior: Prompt alternate behavior & consequences.
Demonstrate and explain what is expected.
Consistent consequences to unexpected behaviors according to progressive discipline chart.
Redirect problem behaviors by prompting alternative behaviors. / Classroom teachers/ Ms. Crane/ Star Vista Counseling
Classroom teachers/ Mr. Anglon
Classroom teachers/ Ms. Crane/ Star Vista Counseling
Safety: Is safety a concern? Y N
If yes, attach crisis plan to Behavior Support Plan

EVALUATE PLAN

Behavioral Goal (Use specific, observable, measurable descriptions of goal)

Evaluation Procedures

Data to be Collected / Procedures for Data Collection / Person Responsible / Timeline
Is Plan Being Implemented?
Is Plan Making a Difference?

Plan date for review meeting (suggested in 2 weeks) ______

______

Parent/GuardianStudent

______

Special Education teacherGeneral Education Teacher

______

Case ManagerTeam member

______

Team memberTeam member

Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

Attach a copy of Behavior Support Plan to IEP