1 Behavior Intervention Planning Form Target Behavior (This should be what you want the student to do and will

be opposite the behavior you described for the FBA) When presented with an independent academic task including multiple steps or a complex procedure, Willy works productively and finishes all of his work. This will lead to a decrease in missing assignments, a positive change in his grades, and more academic success overall. Curriculum and Instruction (adaptations/modifications, level of difficulty, strategies for success participation engagement opportunities to respond,/ support etc.) Goal: Willy feels confidant when working on independent academic assignments and completes all academic tasks that are modified to meet his needs in both the general education classroom and the special education resource room. Initiatives: a. Assignments that are too complex or overwhelming will be modified to meet Willys level of academic functioning.

b. Assignments with multiple steps or complex procedures will be chunked into separate tasks with iPad breaks in between chunks.

c. Procedures and directions for assignments will be broken down and explained to Willy at least three different times and in at least three different ways.

2.Environment/Setting (Classroom/learning environment or configuration, grouping, individual, overall learning climate, praise, opportunities for participation in events that encourage or reward) Goal: Willy remains on task during class time spent in both the general education and special education classrooms and he finishes all of his independent in-class assignments. Initiatives: a. Student self-monitoring strategies will be utilized so that Willy can work to remain on task and focused on his assignments.

b. Rewards will be given for working hard in class, staying on task, and for completing assignments. These rewards may include adding games to Willys iPad or allowing free time to use his iPad for pleasure.

c. An agenda will be used daily to track any unfinished assignments that Willy needs to complete for homework each night. The agenda will get filled out at school, taken home, and signed by a parent or guardian who can validate that Willy completed the appropriate assignments.

3. Replacement Behaviors (teach student new behaviors to meet identified need). Goal: Willy will develop and use appropriate strategies that will help him to remain on task during class and to complete all given independent assignments and homework. Initiatives: a. Teach Willy how to appropriately let his teacher know when he feels overwhelmed by a task or assignment so that it can be modified or accommodated to mean his level of academic functioning. b. Teach Willy to use a daily agenda to record any incomplete assignments and to track any missing work. c. Teach Willy self-monitoring techniques so that he can learn to stay on task and to be responsible for his own learning.

Persons responsible/ timelines and plan of action and assessment for Goal # 1 Persons responsible: Willys general education and special education teachers will be responsible for implementing these initiatives . Timeline/plan of action: Identify Willys level of academic functioning, break down tasks and assignments when needed, and continually check for understanding in different ways.

Assessment: This goal will be assessed by Willys ability to complete independent assignments and by his percentage of missing assignment s.

Persons responsible/ timelines and plan of action, and assessment for Goal # 2 Persons responsible: Willys general education and special education teachers will be responsible for implementing these initiatives. The school social worker would possibly aid in implementing some of these strategies as well. Timeline/plan of action: Willy will first be taught different how to self-monitor his behaviors and will be given different self-monitoring strategies. Willy will also need to know how to properly use an agenda to track his work. Willys rewards for staying on task , working hard, and completing assignments will need to be determined and used consistently. Assessment: We will be able to assess this goal and determine if self-monitoring, giving rewards, and using a daily agenda are successful by looking at Willys rates of work completion and his number of missing/incomplete assignments

Persons responsible/ timelines and plan of action, and assessment for Goal # 3 Persons responsible: Willys special education teachers and the school social worker will be primarily responsible for teaching replacement behaviors. Timeline/plan of action: Replacement behaviors will be taught via social skills lessons, meetings with the school social worker, modeling, and guided practice. Assessment: The goal will be assessed by Willys ability to use these new behaviors that we are teaching. If the new behaviors replace the old, we will know that the goal was successful.