Behavior Plans and Checklists.

Behavior plans are documents that have been prepared to help student keep on track.

“… a behavioral support plan is a document that is designed to change the behavior of adults with the expectation that if adult behavior changes, the behavior of the student will change.”

  • Robert Horner and George Sugai, “Developing Positive Behavioral Support Systems”


Quite often the behavior the school is trying to improve is categorized in two ways, internal behavior (e.g. anxiety, depression and withdrawal) and external behavior (e.g. anger, aggression, hyperactivity)

Staff need to read this plan before they work with the student. The plan should be kept in the office, with duplicate copies with each teacher working with that student. The objective of the plan is that all staff working with the student are aware of and committed to using positive behavior support strategies to create and maintain a safe learning environment for the student, other students and school staff.

A checklist is a tool to help students self-monitor their behavior throughout the day. I’ve listed expected behaviors and the student is responsible for checking or crossing-off each item if they did it. The checklist helps guide behavior while the more formal behavior contract / plan attempts to change certain behaviors.

Peers can support positive behavior when they understand what they can do to help. Classroom behavior expectations that support inclusive and supportive behavior (such as including others or not engaging in teasing or bullying) can also create a supportive structure in which peers model positive behavior and effective social skills. Student groups such as the Student Council could discuss and publicize supportive behavior. A student led drive to make school a more inclusive and supportive environment means that all areas of school life can improve, emotionally as well as academically.

It is important that parents are aware of this plan and are supportive of the proactive strategies, preplanned consequences and crisis management plan. Ideally, the development of a support plan is a collaborative effort between parents and school staff.

The research and theory section of Chapter 6 of Marzano`s The Art and Science of Teaching has some really helpful lists and tables (P.124-129) click here

It is suggested that, a small set of rules and procedures should be constructed from these selected areas. Marzano, Gaddy, Foseid, Foseid, and Marzano (2005, p. 12) provide examples of typical sets of rules and procedures at different grade levels.

Briefly categorized as follows;

General Classroom Behavior

Beginning and Ending of the School Day or the Period

Transitions and Interruptions

Use of Materials and Equipment

Group Work

Seatwork and Teacher-Led Activities



Academic Interventions. (2016). Intervention Central. Retrieved 21 July 2016, from

Behavior Contracts and Checklists That Work | (2016). Scholastic Teachers. Retrieved 22 July 2016, from

Behavior Intervention. (2016). Intervention Central. Retrieved 21 July 2016, from

Key Element 10: Individual behaviour support plans – Supporting Positive Behaviour. (2016). Retrieved 22 July 2016, from

Killian, S. (2016). Bill Rogers Behaviour Management. The Australian Society for Evidence Based Teaching. Retrieved 21 July 2016, from Data Tracking. (2016). Retrieved 21 July 2016, from

Rogers, B. (2007). Behaviour management. London: Paul Chapman.

Shalaway, L. (2016). Five Persistent Behavior Problems and How to Handle Them (Grades 6-8) | Scholastic Teachers. Retrieved 21 July 2016, from


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