A few years ago, I decided to run an in-service about behavior plans. The number of students with behavior interventions had been growing, and I was noticing confusion and frustration amongst staff. It was becoming difficult to get buy-in and sometimes behavior intervention plans (BIPs) were being confused with behavior charts. After bringing my concerns to administration, I was able to run an in-service about behavior plans during an institute day. And I have to say, it really helped all of us!
What I Talked About
The point of this in-service was to simplify terms, increase buy-in from staff, and help them feel confident carrying out charts and strategies. I started by defining the difference between a behavior intervention plan in an IEP and a behavior chart. There were many times our staff was using these terms interchangeably. I think there were many reasons for this, but there is one, in particular, I would like to note. Depending on the school, a behavior intervention plan can mean different things. It could mean a plan that is part of an IEP, or a plan for a student without one. What does a behavior intervention plan mean for your school? There is a big difference between something that is considered a legal document and something that has more flexibility.
After they understood the difference between a behavior intervention plan and a behavior chart, I explained how I create them. We talked about what data is collected and how it is incorporated. I explained what a baseline is and how I use it to set new goals for the student. These points were important because they helped staff understand the work before a plan or chart. They created buy-in as well because I was able to show how everything is tailored to the student.
To wrap up, we talked about common questions they may have and what to do if they feel stuck. *I did not do this for this in-service, but you could show a flow chart of what leads to a BIP or behavior chart in your school, including the step of an FBA.
Materials I Included
To help staff follow along throughout the presentation, I created a handout. One side reviewed how a BIP is developed, FAQs, common terms, and what to do if they feel stuck. On the other side, I included brief points they could refer to and a few bonus points to keep in mind. For example, behavior may get worse before it gets better – not everyone realizes that! I also printed copies of any behavior intervention plans we currently had in place along with “BIP at a Glance” cards. The “BIP at a Glance” cards included the main points of each BIP such as the antecedents, functions of the behavior, and interventions.
Results of My In-Service
After this in-service, I noticed staff referring to their students’ BIPs or charts regularly. There was more buy-in to implement interventions, and they came to me more often with questions. I could tell they felt confident carrying out strategies and understood why they could be helpful.
Since I ran this in-service, we have experienced the pandemic and hired several new staff. We also have more students starting kindergarten without preschool or prior daycare, and are seeing more behaviors. So, when we return in the fall, I will be running this in-service again. I think it will be a great refresher!
I hope you found this helpful and feel confident running your own in-service about behavior plans! Need more help with behaviors? You might find this post about strategies for impulsive students helpful. Looking for more ways to track and incorporate data? Read all about how I track data here.
Take care,
Kylie
