Student Behavior—The mid-year action plan

Roland Espericueta Roland Espericueta   |   November 9, 2018

Now that you’ve done the data analysis and review, it’s time to plot your course of action for the remainder of the school year. Let’s look at some activities you can implement at this time:

  1. Review the school-wide expectations with your staff and students via small group meetings, classroom visits, televised information sessions, web telecasts, etc. It is critical that all staff members and students receive the information in a clear and consistent manner. This is typically done at the start of the school year but should be reviewed periodically in order to reinforce the expectations, communicate changes, and to address new students that have enrolled at your school. Remind teachers to also review their classroom expectations and procedures, which will help reinforce these practices.
  2. Share the data results with your entire staff so that they are aware of the positive outcomes of their efforts and to point out any areas of concern that may need adjusting. Keeping the staff informed goes a long way in helping implement and securing buy-in and support for the Behavior Campus Plan of Action.
  3. Convene your Discipline/School Climate Committee to review the results of your data analysis from the Fall Semester. Discuss possible causes for areas of concern and for areas with positive outcomes.

In examining the specific discipline data, it is critical to address the areas where no improvement has been made or an increase in the behavior has occurred. Let’s examine the data below:


As you can see, there has been an increase in Class Disruption and Lack of Cooperation from January 2016 to January 2017. In an effort to try to analyze further, you may want to see if there are high-frequency patterns within each category of specific students or referring teachers. If this is the case, you can likely address these in Activity 4 below.

If this is not the case and you have multiple students exhibiting the behaviors and a number of teachers reporting these behaviors, it is likely a systemic problem that needs to be addressed.

Let’s look at one example:

Class Disruption will require teachers to reiterate and reinforce classroom expectations and procedures on a frequent basis. It is critical that teachers address the 6 Indicators of the Well-Managed Classroom:

  • Expectations — High expectations for student behavior must be defined and communicated. Appropriate and acceptable behaviors must be taught, modeled, practiced, and reinforced on a daily basis. Setting behavior expectations is the foundation for proactive classroom management.
  • Procedures — Classroom procedures must be defined to provide guidance to students in how things work in the classroom. Common procedures and routines should be so methodically taught and so consistently enforced that they become internalized by all students within a short amount of time.
  • Structure — A well-managed classroom is arranged and organized for optimal learning regardless of the activity. A structured classroom greatly improves the educational outcomes for students and reduces the occurrence of problem behaviors. Teachers are well prepared with the lesson’s required materials, and supplies are readily accessible. Little instructional time is lost during transitional activities.
  • Reinforcement — Teachers of a well-managed classroom recognize the importance of reinforcing and rewarding positive behaviors. They understand that behaviors that are reinforced grow stronger over time. Praise, comments, and constructive feedback let students know they are being successful. There is a greater ratio of positive vs. negative interactions.
  • Interaction — A well-managed classroom includes a good balance of structure and nurture. Students have a positive relationship with the teacher and the other students. Students feel safe and comfortable to learn. There is a climate of respect and caring. A sense of community of learners is present.
  • Correction — In a well-managed classroom, problems will still occur. The difference is that the teacher has developed a systematic plan for correcting behavior that has been taught and reinforced. Both positive and negative consequences have been initiated. Desirable replacement behaviors are identified.

Addressing the 6 Indicators helps the teachers cover all facets of classroom management. Most students will respond to the structure within the 6 Indicators, but the few who don’t may require more individualized interventions. (see Activity 4 below)

4. Meet with your Administrative Staff (Administrators, Counselors, Lead Teachers, etc.) to address any immediate needs regarding specific students or teachers. These are key players in your Campus Plan.

If you have identified a small of group of students with significant behavioral needs that are not already receiving Special Education services, consider a Response to Intervention referral to consider an Intervention Plan or other strategies suggested by the Student Support Team.

Your data may have revealed there are high rates of office discipline referrals from specific teachers, thus a need to address these with the individual teachers. Some teachers may need additional professional development in classroom management, or helpful strategies that address specific school behaviors.

If your school is already using Review360 for School Climate and Response to Intervention, you may want to recommend that the teacher review the Classroom Teacher Modules that address the 6 Indicators of a Well-Managed Classroom and/or the Behaviors of Concern Module that addresses specific behaviors. This online staff development content is an efficient way for teachers to access tips/tools for managing student behavior.


With the help of your fellow administrators and faculty, updating your Behavior Campus Action Plan can be an effective way of addressing current needs and concerns, rather than waiting until the start of the next school year.

By addressing Campus Discipline, Classroom Discipline, and Specific Student Discipline, you are building a well-rounded school that teaches expectations, sets standards, and catches all students so none fall through the cracks. Behavior problems are reduced and instruction becomes the dominant focus.