Participants 2
Student Behaviour Does Not Improve
Step 1: Student Kayleigh was given a behaviour plan to help her make responsible decisions during unstructured time. The plan included strategies such as teaching problem-solving skills and providing choices. Her teacher, Oliver, did not consistently enact this plan. Instead, he uses the same Tier 1 supports that all his students receive.
Step 2: Kayleigh finds it challenging to make responsible decisions during self-directed structured times. The behaviour plan was not being followed with fidelity, so she continued to struggle with this behaviour.
Step 3: After a few weeks, Kayleigh has continued to struggle with making responsible choices. There were few improvements made and Oliver had to resort to punitive behaviour management techniques. This further isolates Kayleigh from her peers and hinders her self-confidence.
Step 4: Kayleigh’s lack of behaviour improvements was directly affected by the behaviour plan not being enacted with fidelity. At the next review meeting, Oliver learns through looking at the data how important it is to follow individual student behaviour plans.