Elizabeth Meyer School Behavior Response Plan

Not being SAFE

• Not having a calm body
• Personal space, movement (including pulling hair/clothes) 
• Inappropriate use of school materials (throwing toys, drawing on tables, building weapons with Legos, etc.)

Not being KIND

• Using unkind words
• Hitting, kicking, pushing friends
• Inappropriate language or gestures (bad words, weapons, etc.)

Not being READY

• Tardy to school         
• Blurting, interrupting
• Refusing to do work

STEP 1: Proactive efforts and initial responses to COMMON behavior

• Model and practice Mr. MAC expectations
• Review posted building-wide PBIS expectations 
• Review posted building-wide and classroom Mr. MAC expectations 
• Meyer Stars
• Specific verbal praise
• Proximity, gain student attention
• Class wide visual cues
• Use “you” statements rather than “I”
• Decrease transition time to eliminate lull time 
• Review daily visual schedule and activities
• Change seating option (cube chair, hokki stool, proximity to teacher)

STEP 2: When proactive efforts are not changing COMMON behavior

• Meet with student; identify cause of behavior and make a plan
• Change seating option (cube chair, hokki stool, proximity to teacher)
• Direct student to calm down area and then follow up with student once calm
• Direct student to take a break at desk
• Take a break in another classroom (assign a task or a “special” job)
• Restitution 
• Loss of classroom privileges
• Replace mask with disposable one or a replacement that student brought
• Switching centers 

STEP 3: Staff follow-up to COMMON behavior

• Contact home

Repeated Common behaviors

• Skill deficit vs. performance deficit

STEP 1: Proactive efforts and initial responses to CHRONIC behavior

• Increase the frequency of proactive efforts and initial responses listed under T1 common behaviors
• Reassess match between student skill level and task
  • Modifications for the assignment
  • Work boxes
  • Differentiated materials and instruction
• Individualized plan including visual cues and rewards for student
  • Check in/check out chart
  • Personalized visual schedule
  • First/then boards
    • Visuals for board
  • Visual coping strategies
• Conference with the student prior to the start of class to review expectations and/or plan
• Review and/or revise classroom routines

STEP 2: When proactive efforts are not changing CHRONIC behavior

• Increase frequency of responses used for common behaviors
• Meet with student to review plan; check progress and adjust as needed
• Clean up or repair what was damaged or broken
• Develop and implement individual reinforcement system
• Loss of classroom or building privileges

STEP 3: Staff follow-up to CHRONIC behavior

• Contact home and/or conference with family
• Refer to Grade Level Problem Solving Team: develop a individual plan

• Bullying
• Physical aggression (spitting, pushing hard, pinching hard, biting, all with intent/aggression)
• Damaging school property (breaking teacher materials i.e. iPad, ripping books)
• Threats to students/staff
• Elopement (i.e. running out of the classroom/school)
• Disrobing

STEP 1: Proactive efforts and initial responses to SIGNIFICANT behavior

• Keep calm and positive
• Acknowledge feelings of the student
• Review expectations
• Provide simple and clear directions and give choices
• Collect ABC observation data and develop 25 min to better behavior plan 
• Refer student to administration and/or support staff members; preferably a familiar adult

STEP 2: When proactive efforts are not changing SIGNIFICANT behavior

• Contact administration/crisis team
• Remove student or other students

STEP 3: Staff follow-up to SIGNIFICANT behavior

• Staff fills out Behavior Incident Google Form
• Admin contacts needed supports including  parents, support staff, and agencies 
• Meeting with administration, student, and parent
• Individual problem solving